# Algebra Teaching and Learning

**DOI:**https://doi.org/10.1007/978-94-007-4978-8_6

## Definition

The learning and teaching of the area of mathematics known as school algebra – and the research base accompanying this branch of mathematics education – has typically involved the secondary school student and has focused on forming and operating on polynomial and rational expressions using properties and the field axioms, as well as representing word problems with algebraic expressions containing variables and unknowns. However, over the past several decades, changes in perspective as to what constitutes school algebra have occurred, in addition to its extension in various forms to the elementary school level. Thus, current definitions of school algebra can differ widely, all the more so because what one takes to be algebra depends on factors that vary across communities (see, e.g., Stacey et al. 2004). Decades ago, Freudenthal (1977) characterized school algebra as including not only the solving of linear and quadratic equations but also algebraic thinking, which includes...

## Keywords

School algebra Research on the teaching and learning of algebra Widening perspectives on school algebra Relational thinking in algebra Technological tools in algebra learning Functions and multiple representations Algebraic reasoning Algebraic meaning Algebraic activity The technical-conceptual interface in algebra Teaching approaches Changing nature of research on algebra teaching and learning Role of teacher questioning in algebra learning Role of tasks in algebra teaching Teacher as key stakeholder in algebra research## References

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