Subject Matter Knowledge and Instructional Processes: What Is the Connection With Regard to Teaching Algebraic Concepts?

• In Event: Poster Session 11
  In Poster Session: Assessment and Teacher Knowledge in Math

Abstract

This study was designed to investigate the mathematical content knowledge and pedagogical knowledge of algebra teachers on certain common axioms. An initial questionnaire was administered to 25 teachers from which two teachers with knowledge of the axioms and two teachers with no knowledge of the axioms were selected for a follow-up questionnaire and interviews. Results showed that 50% of the algebra teachers do not posses strong content knowledge. Teachers with strong knowledge of the axioms had superior instructional strategies: related lessons to real-life situations, offered rationale for steps taken to solve problems, and provided alternative ways of solving a problem. On the other hand, teachers with no knowledge of axioms could not describe teaching that supports students’ learning of concepts.

Author

• Bobby Ojose, University of Redlands