Connecting Algebraic Structures and Solving Equations: Fostering Mathematical Knowledge for Teaching
Keywords:
mathematics teacher education research, algebraic structures, equations, mathematical knowledge for teaching, secondary mathematics, advanced mathematics, mathematical connectionsAbstract
Whilst in theory, the connections between advanced mathematics and secondary-level mathematics are widely acknowledged as significant by the entire community of mathematics teacher educators, mathematics teachers and student teachers, there remains considerable scope for research concerning the specific nature, types, and mechanisms of these connections. Further investigation is needed into how both practising and prospective teachers may be supported in articulating and applying these links within their classroom practice. This article endeavours to contribute to this area by presenting findings from a study in which mathematics teacher educators participated in workshops, designed learning sequences for prospective teachers, and implemented them. A detailed analysis of one mathematics educator’s process focused on algebraic structures and their relationship to equation solving was carried out. The findings suggest that the experience was beneficial in enabling the integration of diverse connections into practice, thereby fostering his Mathematical Knowledge for Teaching (MKT) as well as that of his students, the prospective teachers. The article elaborates on the connections rendered visible through the Mathematics Teacher Educator’s (MTEs) practice and examines the influence on the development of the MKT among the prospective teachers.
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