"Pathways To Algebra" Conference

2008年，该项目将举办为期三天的“代数之路”邀请会议。来自国际社会的30位杰出的数学教育研究人员、教育工作者和研究数学家将讨论有关年轻学生进行代数推理和开始使用代数表示的能力的数据、发现和主张。其目的是实现关于代数在早期数学教学中的位置的接地讨论，即与研究人员以及参与教师教育和课程开发的专业人员的工作相关的讨论。在法国西部召开会议之前的几个月里，该项目在网上主持了关于代数推理和年轻学生学习的循证主张的讨论。主题将涵盖数学、学习和教学的十字路口的问题，其中包括：小学和中学的场公理：幼儿能否理解场公理（结合律、交换律、分配律等）并使用它们来断言概括和推导定理？代数推理和建模：通过强调定量推理作为通往代数的途径，获得或丧失了什么？测量方法是否为代数提供了一个有用的斜坡？儿童的代数能力能否从涉及丰富、“世俗”情境的问题中获得？函数与方程：函数如何构成通往代数的途径？如何将重点从函数的非数学/表示性使用转向书面形式的语法？年轻学生能解方程吗？他们能把方程理解为两个函数的集合吗？会前主持的讨论以及会议本身的演讲和辩论将以一本关于代数之路的书的形式进行编辑。目前的倡议和结果出版物回应了RAND 2003数学研究小组提出的挑战，即K-12的代数熟练程度构成了协调研究和发展努力的焦点。它还试图澄清实施NCTM建议的必要研究基础，即代数构成贯穿K-12教育的一条线。研究人员、政策制定者、课程开发人员和教育工作者将对这些发现感兴趣。

In 2008, the project is hosting a three-day invitational conference on Pathways to Algebra. Thirty distinguished mathematics education researchers, educators, and research mathematicians from the international community will discuss data, findings, and claims regarding young students' ability to reason algebraically and begin to use algebraic representations. The aim is to achieve a grounded discussion about the place of algebra in early mathematics instruction i.e., a discussion relevant to the work of researchers as well as professionals involved in teacher education and curriculum development. In the months leading up to the conference in Western France, the project is holding moderated online discussions regarding evidence-based claims about algebraic reasoning and learning among young students. Topics will cover issues at the crossroads of mathematics, learning and teaching among which are:The Field Axioms in elementary and middle school: Can young children understand the field axioms (associativity, commutativity, distributivity etc.) and use them to assert generalizations and derive theorems? Algebraic Reasoning and Modelling: What is gained or forfeited by emphasizing quantitative reasoning as a pathway to algebra? Does a measurement approach offer a useful ramp to algebra? Can children's algebraic competence emerge from problems involving rich, 'worldly' contexts?; and Functions and Equations: How might functions constitute a pathway to algebra? How does one shift emphasis from the extra-mathematical/representational uses of functions toward the syntax of written forms? Can young students solve equations? Can they understand equations as the setting equal of two functions?The pre-conference moderated discussions as well as the presentations and debates from the conference itself will be edited in the form of a book about Pathways To Algebra. The present initiative and resulting publication responds to the challenge set forth by the RAND 2003 Mathematics Study Panel that proficiency in algebra in K-12 constitute a focal point for coordinated research and development efforts. It also attempts to clarify the research basis necessary for implementing NCTM's recommendation that algebra constitute a strand woven throughout K-12 education. The findings will be of interest to researchers, policy makers, curriculum developers, and educators.