Christina Lee & Christine Ormond

In the 21st century algebra continues to be seen as a ‘gatekeeper course’ for mathematics (Rand Mathematics Study Panel, 2003). Many future career opportunities are lost to students who do not have a good understanding of algebra at some level. The Australian Curriculum, in its strand Number and algebra, introduces formal algebra to students at an earlier stage than has been the case in most Australian states in the past. In this round table presentation we will firstly examine some aspects of what the curriculum says about early algebraic ideas and reasoning. We will then examine three lesson plans designed to introduce students to foundational algebraic concepts, also discussing some current doctoral research. This research asks: What strategies do teachers use when teaching algebra in the transition years, and how do these choices reflect their beliefs about mathematics teaching and learning? Participants will have the opportunity to discuss the results of some current research on teachers’beliefs and practices in this area of teaching. They will also review some research findings in current literature, and what this says about the teaching and learning of early algebraic concepts.