ABSTRACT
Algebra is a very important part of the mathematics curriculum and at the heart of understanding mathematical structure. But many young learners see algebra as a system of arbitrary rules and the teaching of algebra often emphasises the procedural manipulation of symbols. This chapter attempts to encourage learners to construct their own understanding of algebra through a real-life scenario and build understanding upon their own experience of street mathematics. Algebraic reasoning is, however, a lot more than manipulating numbers and figures and, as in the lesson which follows, can be used within wider reasoning about real world contexts. Teachers can experience difficulties in working with problem solving and mathematical modelling or in helping learners develop relational understanding since they can be preoccupied with getting their students through examinations and therefore find it quicker to present them with algorithms without a context.
