Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective
The mathematical knowledge for teaching (MKT) model emerged from the advances proposed by Shulman in 1986 and 1987 as part of the teacher’s professional knowledge model, and refers to the mathematical knowledge that the teacher employs to carry out the instruction process in the classroom. MKT has b...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-10-01
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| Series: | Mathematics |
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| Online Access: | https://www.mdpi.com/2227-7390/9/20/2590 |
| _version_ | 1797513947270610944 |
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| author | Nataly Pincheira Ángel Alsina |
| author_facet | Nataly Pincheira Ángel Alsina |
| author_sort | Nataly Pincheira |
| collection | DOAJ |
| description | The mathematical knowledge for teaching (MKT) model emerged from the advances proposed by Shulman in 1986 and 1987 as part of the teacher’s professional knowledge model, and refers to the mathematical knowledge that the teacher employs to carry out the instruction process in the classroom. MKT has become an international benchmark for research into mathematics education and boasts a great scope and impact to date. The objective of this study is to conduct a systematic review of the way in which the MKT of early algebra teachers has been conceptualized and empirically studied in the scientific literature from 2010 to 2021. A systematic search in the Web of Science and Scopus databases led to a review of 17 papers. The results show great advances in the conceptualization of mathematical knowledge for teaching early algebra, focusing mainly on primary education teachers and on specialized knowledge of the content. In turn, there is a predominance of studies that address functional thinking as a content area. We conclude that more empirical studies are needed that address the mathematical knowledge that childhood and primary education teachers have of early algebra. |
| first_indexed | 2024-03-10T06:24:44Z |
| format | Article |
| id | doaj.art-264481abf4a24bffa61b3f14d9c7ad2f |
| institution | Directory Open Access Journal |
| issn | 2227-7390 |
| language | English |
| last_indexed | 2024-03-10T06:24:44Z |
| publishDate | 2021-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Mathematics |
| spelling | doaj.art-264481abf4a24bffa61b3f14d9c7ad2f2023-11-22T19:02:16ZengMDPI AGMathematics2227-73902021-10-01920259010.3390/math9202590Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT PerspectiveNataly Pincheira0Ángel Alsina1Department of Subject-Specific Didactics, Faculty of Education and Psychology, University of Girona, 17004 Girona, SpainDepartment of Subject-Specific Didactics, Faculty of Education and Psychology, University of Girona, 17004 Girona, SpainThe mathematical knowledge for teaching (MKT) model emerged from the advances proposed by Shulman in 1986 and 1987 as part of the teacher’s professional knowledge model, and refers to the mathematical knowledge that the teacher employs to carry out the instruction process in the classroom. MKT has become an international benchmark for research into mathematics education and boasts a great scope and impact to date. The objective of this study is to conduct a systematic review of the way in which the MKT of early algebra teachers has been conceptualized and empirically studied in the scientific literature from 2010 to 2021. A systematic search in the Web of Science and Scopus databases led to a review of 17 papers. The results show great advances in the conceptualization of mathematical knowledge for teaching early algebra, focusing mainly on primary education teachers and on specialized knowledge of the content. In turn, there is a predominance of studies that address functional thinking as a content area. We conclude that more empirical studies are needed that address the mathematical knowledge that childhood and primary education teachers have of early algebra.https://www.mdpi.com/2227-7390/9/20/2590mathematical knowledgeteacherssystematic reviewearly algebrachildhood and primary education |
| spellingShingle | Nataly Pincheira Ángel Alsina Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective Mathematics mathematical knowledge teachers systematic review early algebra childhood and primary education |
| title | Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective |
| title_full | Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective |
| title_fullStr | Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective |
| title_full_unstemmed | Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective |
| title_short | Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective |
| title_sort | teachers mathematics knowledge for teaching early algebra a systematic review from the mkt perspective |
| topic | mathematical knowledge teachers systematic review early algebra childhood and primary education |
| url | https://www.mdpi.com/2227-7390/9/20/2590 |
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