Nowadays, algebra education is subject to worldwide scrutiny. Different opinions on its goals, approaches and achievements are at the heart of debates among teachers, educators, researchers and decision makers. What should the teaching of algebra in secondary school mathematics look like? Should it focus on procedural skills or on algebraic insight? Should it stress practice or integrate technology?

Advanced level mathematics syllabuses are once again undergoing changes of content and approach, following the revolution in the early 1960swhich led to the unfortunate dichotomy between 'modern' and 'traditional' mathematics. The current trend in syllabuses for Advanced level mathematics now being developed and published by many GCE Boards is towards an integrated approach, taking the best of the topics and approaches of the modern and traditional, in an attempt to create a realistic examination target, through syllabuses which are maximal for examining and minimal for teaching. In addition, resulting from a number of initiatives, core syllabuses are being developed for Advanced level mathematics syllabuses, consisting of techni- ques of pure mathematics as taught in schools and colleges at this level.

Advanced level mathematics syllabuses are once again undergoing changes in content and approach following the revolution in the early 1960s which led to the unfortunate dichotomy between 'modem' and 'traditional' mathematics. The current trend in syllabuses for Advanced level mathematics now being developed and published by many GCE Boards is towards an integrated approach, taking the best of the topics and approaches of modem and traditional mathematics, in an attempt to create a realistic examination target through syllabuses which are maximal for examining and minimal for teaching. In addition, resulting from a number of initiatives, core syllabuses are being developed for Advanced level mathematics consisting of techniques of pure mathematics as taught in schools and colleges at this level.