A Preservice Middle School Mathematics Teacher's Conceptualization of Algebra Through Equivalence and Equations

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Abstract

This paper presents data from a larger study aimed at understanding pre-service middle school teachers’ (PSMT) awareness of the underlying algebraic structure of given tasks, their conceptions of algebra, expectations about possible student solutions, and knowledge of student thinking across four tasks that addressed equivalence and equations, variable, and functional thinking. An hour-long semi-structured task-based pre- and post-interviews were conducted in consecutive Methods of Teaching Mathematics courses. PSMTs’ conceptions were majorly related to the traditional symbol manipulation aspect of algebra. This paper focuses on one PSMT’s responses to analyzing the tasks themselves and student solutions to related tasks that address equivalence and equations to give detailed information about how the PSMT conceptualizes algebra.

Authors

• Burcu Alapala, University of Wisconsin - Madison
  Presenting Author

• Isil Isler, Middle East Technical University
  Non-Presenting Author