Implications for Mathematics Education Policy of Research on Algebra Learning

Abstract

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.