Abstract
Within this chapter we discuss what we consider to be the substantive issues related to the design and development of new algebra curricula. We focus on potential ruptures between algebra and concrete mathematical activities which are often used as a basis for teaching algebra. We emphasise the importance of mathematical sign systems for communicating and learning algebra and discuss, from this perspective, the use of computer-based environments. The main thesis of the chapter centres around the idea that algebra curricula have to take into account the teacher and teaching as well as curricular materials.
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Filloy, E., Sutherland, R. (1996). Designing Curricula for Teaching and Learning Algebra. In: Bishop, A.J., Clements, K., Keitel, C., Kilpatrick, J., Laborde, C. (eds) International Handbook of Mathematics Education. Kluwer International Handbooks of Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-009-1465-0_5
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DOI: https://doi.org/10.1007/978-94-009-1465-0_5
Publisher Name: Springer, Dordrecht
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