Teacher subject matter knowledge for the meaningful transition from arithmetic to algebra
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 conc...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Journal of Pedagogical Research
2021-12-01
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| Series: | Journal of Pedagogical Research |
| Subjects: | |
| Online Access: | https://www.ijopr.com/download/teacher-subject-matter-knowledge-for-the-meaningful-transition-from-arithmetic-to-algebra-11464.pdf |
| _version_ | 1797699400547434496 |
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| author | Pınar Yıldız İ. Elif Yetkin Özdemir |
| author_facet | Pınar Yıldız İ. Elif Yetkin Özdemir |
| author_sort | Pınar Yıldız |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T04:08:36Z |
| format | Article |
| id | doaj.art-1a37fe76ccd241229c94b29b3970c4e1 |
| institution | Directory Open Access Journal |
| issn | 2602-3717 |
| language | English |
| last_indexed | 2024-03-12T04:08:36Z |
| publishDate | 2021-12-01 |
| publisher | Journal of Pedagogical Research |
| record_format | Article |
| series | Journal of Pedagogical Research |
| spelling | doaj.art-1a37fe76ccd241229c94b29b3970c4e12023-09-03T11:09:48ZengJournal of Pedagogical ResearchJournal of Pedagogical Research2602-37172021-12-015417218810.33902/JPR.2021474587Teacher subject matter knowledge for the meaningful transition from arithmetic to algebraPınar Yıldız0İ. Elif Yetkin Özdemir1Çanakkale Onsekiz Mart University, TurkeyHacettepe University, TurkeyTeacher 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.https://www.ijopr.com/download/teacher-subject-matter-knowledge-for-the-meaningful-transition-from-arithmetic-to-algebra-11464.pdfalgebraalgebraic expressionequality and equationteacher knowledgevariable |
| spellingShingle | Pınar Yıldız İ. Elif Yetkin Özdemir Teacher subject matter knowledge for the meaningful transition from arithmetic to algebra Journal of Pedagogical Research algebra algebraic expression equality and equation teacher knowledge variable |
| title | Teacher subject matter knowledge for the meaningful transition from arithmetic to algebra |
| title_full | Teacher subject matter knowledge for the meaningful transition from arithmetic to algebra |
| title_fullStr | Teacher subject matter knowledge for the meaningful transition from arithmetic to algebra |
| title_full_unstemmed | Teacher subject matter knowledge for the meaningful transition from arithmetic to algebra |
| title_short | Teacher subject matter knowledge for the meaningful transition from arithmetic to algebra |
| title_sort | teacher subject matter knowledge for the meaningful transition from arithmetic to algebra |
| topic | algebra algebraic expression equality and equation teacher knowledge variable |
| url | https://www.ijopr.com/download/teacher-subject-matter-knowledge-for-the-meaningful-transition-from-arithmetic-to-algebra-11464.pdf |
| work_keys_str_mv | AT pınaryıldız teachersubjectmatterknowledgeforthemeaningfultransitionfromarithmetictoalgebra AT ielifyetkinozdemir teachersubjectmatterknowledgeforthemeaningfultransitionfromarithmetictoalgebra |