ISSUES - 1  Should all pupils learn algebra?  Should all pupils learn the same algebra?  Should there be a special curriculum for the most able pupils?  What sort of continuity in algebra is essential as pupils/ students progress from primary school to lower secondary school, to upper secondary school, and to higher education or employment?

ISSUES - 2  What constitutes a ‘pre-algebra’ curriculum?  How can ‘symbol sense’ be developed?  What role can be assigned to technology?  Does the use of technology require a new sort of algebra curriculum?

ISSUES - 3  What is the justification/rationale for an algebra curriculum for most pupils?  To what extent should reasoning, explanation and proof be developed in school algebra?  What role does algebra have in developing problem-solving skills?  What is an absolute minimum requirement for a school algebra curriculum for most pupils?  What support materials are needed to sustain an algebra curriculum for most pupils?  What constitutes good assessment in algebra?  What constitutes good pedagogy in the teaching (and learning) of algebra?

ISSUES - 4  Recruitment of teachers  Teacher expertise  Training of teachers  Continuing professional development of teachers

RESEARCH  “Key aspects of teaching algebra in schools” by John Mason and Ros Sutherland  Research can help us understand how pupils Make distinctions Locate relationships Recognise components of objects Learn to question Learn to probe Learn to challenge  Research should inform, not dictate