Elementary Pre-Service Mathematics Teachers’ Conceptions Of Algebra

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2018-07-08

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Alapala, Burcu
İşler Baykal, Işıl

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According to Kaput (2008), school systems mainly focus on narrow view of algebra like manipulation of formalism. However, to develop algebraic thinking in the classroom, teachers play the key roles (Blanton & Kaput, 2005). The present study focuses on investigating elementary mathematics pre-service teachers’ (PSMTs) conceptions of algebra. The participants were eight PSMTs who were required to take the Methods of Teaching Mathematics (MoTM) courses in their third year in a four-year teacher education program. The data were collected through hour-long semi-structured interviews that were adapted from studies that had a focus on algebra (e.g., Stephens, 2008). PSMTs’ conceptions of algebra were examined through asking them to describe algebra and having them evaluate tasks and corresponding student responses as algebraic or not with their reasons. The pre-and post-interviews were conducted before and after the MoTM courses. Kaput’s framework (2008) provided existing categories, emerging codes were noted and applied across the interviews. The initial pre-interview findings of the PSMTs’ conceptions of algebra were found mostly aligned with the Kaput’s (2008) second aspect (manipulation of formalism). Also, the majority of PSMTs’ conceptions of algebra were not consistent. The findings of the post interviews and how the PSMTs’ conceptions of algebra changed will be shared during the presentation.

URI

https://hdl.handle.net/11511/84869

Conference Name

Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (3 - 08 Temmuz 2018)

Collections

Department of Mathematics and Science Education, Conference / Seminar

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Citation Formats

B. Alapala and I. İşler Baykal, “Elementary Pre-Service Mathematics Teachers’ Conceptions Of Algebra,” Umea, İsveç, 2018, vol. 5, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/84869.