Knowledge Held by Novice In-Service Elementary School Teachers of Student Algebra Misconceptions

• In Event: Poster Session 8
  In Poster Session: Teachers in Action: Lessons Learned From Compelling STEM Educational Practices

Abstract

Students often experience misconceptions in algebra that their teachers fail to recognize or understand. Discovering those misconceptions is crucial, as misconceptions not remedied may continue to persist throughout school. To discover these student misconceptions and teacher knowledge of student misconceptions, a basic qualitative multiple case-study design was employed. Three novice in-service teachers and their associated students were participants in this study. Although novice teachers were unsurprised about algebra misconceptions experienced by their students, it appears they may not be able to utilize methods of remedying these misconceptions. Further, despite having received the pedagogical content knowledge in their teacher education program needed to remedy such misconceptions, a variety of obstacles appear to hinder their instructional implementation.

Author

• Nicole Ralston, University of Portland