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The Future of the Teaching and Learning of Algebra: The 12th ICMI Study

Edited by Kaye Stacey, Edited by Helen Chick, Edited by Margaret Kendal

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Kaye Staceyâ€š Helen Chickâ€š and Margaret Kendal The University of Melbourneâ€š Australia Abstract: This section reports on the organisationâ€š proceduresâ€š and publications of the ICMI Studyâ€š The Future of the Teaching and Learning of Algebra. Key words: Study Conferenceâ€š organisationâ€š proceduresâ€š publications The International Commission on Mathematical Instruction (ICMI) hasâ€š since the 1980sâ€š conducted a series of studies into topics of particular significance to the theory and practice of contemporary mathematics education. Each ICMI Study involves an international seminarâ€š the â€œStudy Conferenceâ€â€š and culminates in a published volume intended to promote and assist discussion and action at the internationalâ€š nationalâ€š regionalâ€š and institutional levels. The ICMI Study running from 2000 to 2004 was on The Future of the Teaching and Learning of Algebraâ€š and its Study Conference was held at The University of Melbourneâ€š Australia fromDecember to 2001. It was the first study held in the Southern Hemisphere. There are several reasons why the future of the teaching and learning of algebra was a timely focus at the beginning of the twenty first century. The strong research base developed over recent decades enabled us to take stock of what has been achieved and also to look forward to what should be done and what might be achieved in the future. In additionâ€š trends evident over recent years have intensified. Those particularly affecting school mathematics are the â€œmassificationâ€ of educationâ€”continuing in some countries whilst beginning in othersâ€”and the advance of technology.