Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra

AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathem...

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Main Authors: Williams Osei, Douglas Darko Agyei
Format: Article
Language:English
Published: Taylor & Francis Group 2023-12-01
Series:Cogent Education
Subjects:
Online Access:https://www.tandfonline.com/doi/10.1080/2331186X.2023.2232240
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author Williams Osei
Douglas Darko Agyei
author_facet Williams Osei
Douglas Darko Agyei
author_sort Williams Osei
collection DOAJ
description AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice.
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spelling doaj.art-02fe625475524dce9bdaa783c4f8dcc22023-12-15T10:31:08ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2232240Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebraWilliams Osei0Douglas Darko Agyei1Department of Mathematics and ICT Education, University of Cape Coast, Cape Coast, GhanaDepartment of Mathematics and ICT Education, University of Cape Coast, Cape Coast, GhanaAbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2232240Knowledge of Algebra for Teaching (KAT)algebra difficultiesJunior High School mathematics teachers’ knowledge for teaching algebraIn-field mathematics teachersOut-of-field mathematics teachers
spellingShingle Williams Osei
Douglas Darko Agyei
Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
Cogent Education
Knowledge of Algebra for Teaching (KAT)
algebra difficulties
Junior High School mathematics teachers’ knowledge for teaching algebra
In-field mathematics teachers
Out-of-field mathematics teachers
title Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
title_full Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
title_fullStr Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
title_full_unstemmed Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
title_short Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
title_sort teaching knowledge and difficulties of in field and out of field junior high school mathematics teachers in algebra
topic Knowledge of Algebra for Teaching (KAT)
algebra difficulties
Junior High School mathematics teachers’ knowledge for teaching algebra
In-field mathematics teachers
Out-of-field mathematics teachers
url https://www.tandfonline.com/doi/10.1080/2331186X.2023.2232240
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