Algebra Teaching around the World

  • Frederick K. S. Leung
  • Kyungmee Park
  • Derek Holton
  • David Clarke

Part of the Series Preface book series (LEPEST)

Table of contents

  1. Front Matter
    Pages i-viii
  2. Frederick K. S. Leung, David Clarke, Derek Holton, Kyungmee Park
    Pages 1-15
  3. Glenda Anthony, Tim Burgess
    Pages 17-37
  4. Kyungmee Park, Frederick K. S. Leung
    Pages 99-112
  5. Zhongdan Huan, Jianhua Li, Ping Ma, Li Fu
    Pages 149-157
  6. Rongjin Huang, Ida Ah Chee Mok, Frederick K. S. Leung
    Pages 191-212
  7. Rongjin Huang, Yeping Li
    Pages 213-232
  8. Johan Häggström
    Pages 233-242
  9. David Clarke
    Pages 243-257
  10. Back Matter
    Pages 243-264

About this book


Utilizing the LPS dataset, Algebra Teaching around the World documents eighth grade algebra teaching across a variety of countries that differ geographically and culturally. Different issues in algebra teaching are reported, and different theories are used to characterize algebra lessons or to compare algebra teaching in different countries. Many commonalities in algebra teaching around the world are identified, but there are also striking and deep-rooted differences. The different ways algebra was taught in different countries point to how algebra teaching may be embedded in the culture and the general traditions of mathematics education of the countries concerned. In particular, a comparison is made between algebra lessons in the Confucian-Heritage Culture (CHC) countries and ‘Western’ countries. It seems that a common emphasis of algebra teaching in CHC countries is the ‘linkage’ or ‘coherence’ of mathematics concepts, both within an algebraic topic and between topics. On the other hand, contemporary algebra teaching in many Western school systems places increasing emphasis on the use of algebra in mathematical modeling in ‘real world’ contexts and in the instructional use of metaphors, where meaning construction is assisted by invoking contexts outside the domain of algebraic manipulation, with the intention to helping students to form connections between algebra and other aspects of their experience. Algebra Teaching around the World should be of value to researchers with a focus on algebra, pedagogy or international comparisons of education. Because of the pedagogical variations noted here, there is a great deal of material that will be of interest to both teachers and teacher educators.


Confucian-Heritage Culture (CHC) Culture Learner’s Perspective Study (LPS) variation

Editors and affiliations

  • Frederick K. S. Leung
    • 1
  • Kyungmee Park
    • 2
  • Derek Holton
    • 3
  • David Clarke
    • 4
  1. 1.The University of Hong KongHong Kong
  2. 2.Hongik UniversityKorea
  3. 3.University of MelbourneAustralia
  4. 4.University of MelbourneAustralia

Bibliographic information