"Pathways To Algebra" Conference

2008年，该项目将主办一个为期三天的关于代数途径的邀请会议。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代数推理能力的数据、发现和主张，并开始使用代数表示。其目的是实现一个接地的讨论代数在早期数学教学的地方，即，讨论与教师教育和课程开发相关的研究人员和专业人员的工作。在法国西部会议之前的几个月里，该项目正在举行关于年轻学生代数推理和学习的循证主张的在线讨论。主题将涵盖数学，学习和教学的十字路口的问题，其中包括：在小学和中学的场公理：幼儿可以理解场公理（结合性，交换性，分配性等）。并用它们来断言推广和推导定理？代数推理和建模：通过强调定量推理作为通往代数的途径，得到或失去了什么？测量方法是否为代数提供了有用的坡道？儿童的代数能力能从涉及丰富的“世俗”背景的问题中显现出来吗？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额外数学/代表性用途转移到书面形式的语法？年轻学生能解方程吗？他们能把方程理解为两个函数的相等吗？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途径的书的形式编辑。 目前的倡议和由此产生的出版物回应了兰德2003年数学研究小组提出的挑战，即熟练掌握代数在K-12构成协调的研究和开发工作的焦点。它还试图澄清必要的研究基础，实施NCTM的建议，代数构成一股编织在整个K-12教育。研究人员、政策制定者、课程开发者和教育工作者将对研究结果感兴趣。

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.