The teaching of algebra in Victorian secondary schools has changed substantially in the last decade. Here we present implications for curriculum policy arising from research into students' algebra learning in Years 7 to 11. Data were collected from approximately 3000 students in 34 schools. Information about programs offered was obtained from teachers, by textbook analysis and by some lesson observation and teaching interventions. Performance varied considerably between schools and classes. Some differences are attributable to teaching methods, the content taught, and the arrangement of the curriculum. Subtle reductions in goals and the isolation of topics in the curriculum were disturbing trends. We discuss findings that have important implications for mathematics education policy Australia-wide.
Australian Education Council. (1991). A national statement on mathematics for Australian schools. Melbourne: Author.
2.
BednarzN.JanvierB. (1996). Emergence and development of algebra as a problem-solving tool: Continuities and discontinuities with arithmetic. In BednarzN.KieranC.LeeL. (Eds.), Approaches to algebra: Perspectives for research and teaching (pp.115–136). Dordrecht: Kluwer.
3.
Board of Studies. (1995). Curriculum and standards framework: Mathematics. Melbourne: Author.
KieranC. (1992). The learning and teaching of school algebra. In GrouwsD. (Ed.), Handbook of research on mathematics teaching and learning (pp.390–419). New York: Macmillan.
8.
MacGregorM.StaceyK. (1993a). Cognitive models underlying students' formulation of simple linear equations. Journal for Research in Mathematics Education, 24(3), 217–232.
9.
MacGregorM.StaceyK. (1993b). What is x?. Australian Mathematics Teacher, 49(4), 28–30.
10.
MacGregorM.StaceyK. (1994). Progress in learning algebra: Temporary and persistent difficulties. In BellG.WrightB.LeesonN.GeakeJ. (Eds.), Proceedings of the Seventeenth Annual Conference of the Mathematics Education Research Group of Australasia (Vol. 2, pp.403–410). Lismore: MERGA.
11.
MacGregorM.StaceyK. (1995a). Backtracking, brackets, BOMDAS and BODMAS. Australian Mathematics Teacher, 51(3), 28–31.
12.
MacGregorM.StaceyK. (1995b). The effect of different approaches to algebra on students' perceptions of functional relationships. Mathematics Education Research Journal, 7(1), 69–85.
13.
MacGregorM.StaceyK. (1996). Learning to formulate equations for problems. In PuigL.GutierrezA. (Eds.), Proceedings of the Twentieth International Conference for the Psychology of Mathematics Education (Vol. 3, pp. 289–296). Valencia: PME.
14.
MacGregorM.StaceyK. (1997). Students' understanding of algebraic notation: 11–15. Educational Studies in Mathematics, 33(1), 1–19.
15.
Mathematics for Form 4 (Metric ed.). (1972). Adelaide: Rigby.
16.
Mathematics today Year 9. (1994). Sydney: McGraw-Hill.
17.
Mathematics today Year 10. (1990). Sydney: McGraw-Hill.
18.
New Maths 10. (1990). Melbourne: Longman Cheshire.
19.
StaceyK.MacGregorM. (1994). Algebraic sums and products: Students' concepts and symbolism. In da PonteJ. P.MatosJ. F. (Eds.), Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education (Vol. 3, pp.289–296). Lisbon: PME.
20.
StaceyK.MacGregorM. (1995). The influence of problem representation on algebraic equation writing and solution strategies. In MeiraL.CarraherD. (Eds.), Proceedings of the Nineteenth International Conference for the Psychology of Mathematics Education (Vol. 2, pp.90–97). Recife, Brazil: PME.
21.
StaceyK.MacGregorM. (1996). Setting up and solving equations: Students' progress over ten months. In ForgaszH.JonesT.LederG.LynchJ.MaguireK.PearnC. (Eds.), Mathematics: Making connections (pp.238–245). Melbourne: Mathematical Association of Victoria.
22.
StaceyK.MacGregorM. (1997a). Building foundations for algebra. Mathematics Teaching in the Middle School, 2(4), 252–260.
23.
StaceyK.MacGregorM. (1997b). Ideas about symbolism that students bring to algebra. Mathematics Teacher, 90 (2), 110–113.
24.
StaceyK.MacGregorM. (1997c). Learning to use algebra for solving problems. Unpublished research report, University of Melbourne, Department of Science and Mathematics Education.
25.
WheelerD. (1996). Backwards and forwards: Reflections on different approaches to algebra. In BednarzN.KieranC.LeeL. (Eds.), Approaches to algebra: Perspectives for research and teaching (pp.317–325). Dordrecht: Kluwer.
