id: 06312014
dt: j
an: 2014d.00655
au: Strand, Krista; Mills, Briana
ti: Mathematical content knowledge for teaching elementary mathematics: a focus
on algebra.
so: Math. Enthus. 11, No. 2, 385-432 (2014).
py: 2014
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: H29 I29 B50
ut: subject content knowledge; preservice teacher education; primary education;
research; state of the art; bibliographies; elementary algebra;
functions; generalization; notation; word problems; graphical
representations; modes of representation; problem solving; teacher
characteristics
ci:
li: http://www.math.umt.edu/tmme/vol11no2/7_TMEvol11no2_StrandMills_pp.385_432.pdf
ab: Summary: As part of a recent effort to summarize research-based knowledge
of prospective elementary school teachersâ€™ (PTs) mathematical content
knowledge, this paper summarizes research literature on PTsâ€™
knowledge of algebra, focusing on the range of years from 1998 through
2012. The 21 papers included in this summary focus on a broad range of
topics within algebra, such as (a) producing, representing, and
justifying generalizations; (b) interpreting and using algebraic
symbols; (c) solving algebraic word problems; and (d) understanding
functions. Looking across this body of research, three themes are
identified: (1) PTs generally have strong procedural skills and can
make mathematically sound generalizations of many different types of
patterns; (2) however, PTs tend to struggle to (a) interpret and
effectively use algebraic symbols, even those that they have produced
themselves; (b) interpret graphical representations; and (c) make
connections between representations; and (3) PTs have limited algebraic
problem-solving strategies, often relying, inflexibly, on inefficient
and/or incorrect computational methods. Suggestions for future research
directions are discussed.
rv: