SGER: The Development of Students' Informal and Formal Algebraic Thinking: Case Studies of Intended K-8 Mathematics Curricula in China, Singapore and the United States

本专题将分析中国、新加坡和美国的中小学课程中，代数概念和表示是如何发展和引入的。 最近的国际评估表明，这三个国家在代数方面的成就水平有很大差异，本项目将分析成就差异与课程差异之间的关系。 中国和新加坡课程的案例研究，以及美国课程的选择（包括国家科学基金会资助的项目和其他项目），将有助于解释这些差异，并为课程制定者提供指导。该项目将与国际数学教学委员会（ICMI）组织的题为“不同文化背景下的数学教育：东亚与西方的比较研究。“ICMI的研究为代数课程项目的更具体工作提供了更广泛的数学背景。 它还提供了一个可以为该项目提供咨询意见的国际专家库，并提供了更多的传播机会。 该项目的成果将用于改进美国K-8数学课程的开发。

This project will analyze how algebraic concepts and representations are developed and introduced throughout the Chinese, Singaporean, and United States curricula for Grades K-8. Recent international assessments indicate that the level of achievement in algebra is quite different in the three countries, and this project will analyze how the differences in achievement are related to differences in curricula. Case studies of the Chinese and Singaporean curricula, as well as selected US curricula (including NSF-funded programs and others), will help explain these differences and provide guidance to curriculum developers.The project will be conducted in parallel with the comparative study organized by the International Commission on Mathematical Instruction (ICMI) entitled "Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West." The ICMI study provides a broader mathematical context for the more specific work of this project on the algebra curriculum. It also provides a pool of international experts in the field who can advise this project and additional opportunities for dissemination. The results of the project will be used to improve the development of K-8 mathematics curricula in the United States.