id: 05192298
dt: j
an: 2007b.00353
au: Asquith, Pamela; Stephens, Ana C.; Knuth, Eric J.; Alibali, Martha W.
ti: Middle school mathematics teachers’ knowledge of students’
understanding of core algebraic concepts: equal sign and variable.
so: Math. Think. Learn. 9, No. 3, 247-270 (2007).
py: 2007
pu: Taylor \& Francis (Routledge), Philadelphia, PA
la: EN
cc: H30 C30 D79
ut: lower secondary; prognoses; tests; educational diagnosis; elementary
algebra; pedagogical content knowledge; knowledge level; mathematical
ability; student errors; learning problems; thinking; teacher education
ci:
li: doi:10.1080/10986060701360910
ab: Summary: The article reports results from a study focused on teachers’
knowledge of students’ understanding of core algebraic concepts. In
particular, the study examined middle school mathematics teachers’
knowledge of students’ understanding of the equal sign and variable
and students’ success applying their understanding of these concepts.
Interview data were collected from 20 middle school teachers regarding
their predictions of student responses to written assessment items
focusing on the equal sign and variable. Teachers’ predictions of
students’ understanding of variable aligned to a large extent with
students’ actual responses to corresponding items. In contrast,
teachers’ predictions of students’ understanding of the equal sign
did not correspond with actual student responses. Further, teachers
rarely identified misconceptions about either variable or the equal
sign as an obstacle to solving problems that required application of
these concepts. Implications for teacher professional development are
discussed.
rv: