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This analysis uncovers correlations between educational reforms and algebra teaching in Argentina, suggesting implications for modern pedagogy.
The teaching of school algebra has undergone changes which have considerably deteriorated what is taught under this title. This paper considers Chevallard’s studies on the stages of the development of Algebra Sage and School Algebra in Europe, to analyze from the educational reforms and textualization, their correlations in Argentina. Some elements that contribute to the understanding of the current situation are identified, which supported the development of a REI for teaching algebraic modelling in secondary school.
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Laplace et al. (2025) studied this question.
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