Springer Encountering Algebra: A Comparative Study of Classrooms in Finland, Norway, Sweden, and the USA

The book reports a comparative research project about algebra teaching and learning in four countries. Algebra is a central topic of learning across the world, and it is well-known that it represents a hurdle for many students. The book presents analyses built on extensive video-recordings of classrooms documenting the first introduction to symbolic algebra (students aged 12 to 14). While the content addressed in all classrooms is variables, expressions and equations, the teaching approaches are diverse. The chapters bring the reader into different algebra classrooms, discussing issues such as mathematization and social norms, the role of mediating tools and designed examples, and teacher beliefs. By comparing classrooms, new insights are generated about how students understand the algebraic content, how teachers instruct, and how both parties deal with difficulties in learning elementary algebra. The book also describes a research methodology using video in search of taken-for-granted aspects of algebra lessons. Review “This book is a valuable resource for those who are interested in studying either the teaching and learning of algebra or similarities and differences in mathematics instruction around the world. … the book provides an interesting and enlightening glimpse into how algebra is introduced to students around the world.” (Erica R. Miller, MAA Reviews, May 24, 2020) From the Back Cover The book reports a comparative research project about algebra teaching and learning in four countries. Algebra is a central topic of learning across the world, and it is well-known that it represents a hurdle for many students. The book presents analyses built on extensive video-recordings of classrooms documenting the first introduction to symbolic algebra (students aged 12 to 14). While the content addressed in all classrooms is variables, expressions and equations, the teaching approaches are diverse. The chapters bring the reader into different algebra classrooms, discussing issues such as mathematization and social norms, the role of mediating tools and designed examples, and teacher beliefs. By comparing classrooms, new insights are generated about how students understand the algebraic content, how teachers instruct, and how both parties deal with difficulties in learning elementary algebra. The book also describes a research methodology using video in search of taken-for-granted aspects of algebra lessons. About the Author Cecilia Kilhamn received her Ph. D. in Mathematics Education 2011 at Gothenburg University. Cecilia has a background as an elementary school teacher and has worked with teacher education the last 15 years. Her main interest is mathematics education in primary and elementary school, with a particular focus on early algebra. After her dissertation she was responsible for the Swedish part of an international research project involving four countries (VIDEOMAT). The project included conducting interviews and video observations in algebra classrooms and making in-depth as well as comparative analyses of video data. A research interest in the use of mathematical language, representations and metaphors that was initiated in her thesis has been further developed in several projects in recent years, including collaborations with colleagues at Mathematics in the City at City College of New York. In her work with in-service teachers, Cecilia has also supervised many Learning Studies, where the use of Variation theory is a main feature. In addition to her research interests and teaching duties Cecilia writes material for teachers, and translates and reviews American or English books about mathematics education. She is a member of the board of the Swedish Society for Mathematics Education (SMDF) and part of the Nordic Network for Algebra Learning (N2AL). Cecilia is currently a guest editor for the Nordic mathematics education research journal NOMAD.  Roger Sälj