K-8 Pre-service Teachers’ Algebraic Thinking: Exploring the Habit of Mind Building Rules to Represent Functions

Marta T. Magiera, Leigh A van den Kieboom, John C Moyer

Abstract


In this study, through the lens of the algebraic habit of mind Building Rules to Represent Functions, we examined 18 pre-service middle school teachers' ability to use algebraic thinking to solve problems. The data revealed that pre-service teachers' ability to use different features of the habit of mind Building Rules to Represent Functions varied accross the features. Significant correlations existed between 8 pairs of the features. The ability to justify a rule was the weakest of the seven features and it was correlated with the ability to chunk information. Implications for mathematics teacher education are discussed.

Keywords


algebraic thinking . algebra instruction . teacher knowledge . mathematical knowledge for teaching . pre-service teachers

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References


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