Teacher Subject Matter Knowledge for the Meaningful Transition from Arithmetic to Algebra

Autor/inn/en	Yildiz, Pinar; Yetkin Özdemir, I. Elif
Titel	Teacher Subject Matter Knowledge for the Meaningful Transition from Arithmetic to Algebra
Quelle	In: Journal of Pedagogical Research, 5 (2021) 4, S.172-188 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Yildiz, Pinar) ORCID (Yetkin Özdemir, I. Elif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Algebra; Mathematics Instruction; Middle School Teachers; Mathematics Teachers; Pedagogical Content Knowledge; Prior Learning; Arithmetic; Mathematical Concepts; Teaching Methods; Case Studies; Equations (Mathematics); Teacher Attitudes; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Pädagogische Kompetenz; Vorkenntnisse; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Equations; Gleichungslehre; Lehrerverhalten; Ausland; Türkei
Abstract	Teacher knowledge is particularly important in middle school mathematics to enhance the meaningful transition from arithmetic to algebra. Developing a solid understanding of algebra requires teachers to unpack the meaning underlying the basic concepts, make clear and explicit distinctions among concepts, and facilitate students to connect these concepts with their prior knowledge and understandings in arithmetic. This study focused on the content knowledge (i.e., decompose, trim, and bridge) of three middle school mathematics teachers in practice during the introduction of basic algebra concepts (i.e., variable, algebraic expression, equality and equations). Case study was used as research design in this research. Individual interviews and observations regarding the instructions were used to gather data. Results showed that the participating teachers? conceptions regarding the variable, algebraic expression and equation were rather narrow and it resulted in several constraints when unpacking their meaning in the classroom. While bridging was a commonly observed instructional practice among the participating teachers, the quality of bridging, did not always provide opportunities for a meaningful transition. Trimming, on the other hand, was not observed as a common teaching practice. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01