Studying abstract algebra to teach high school algebra

  • Baldinger E
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Abstract

This study explores the transition from studying abstract algebra to teaching high school algebra in the context of an abstract algebra course designed for pre-service teachers. It addresses the question of how teachers develop mathematical knowledge for teaching using a case study approach. This research provides an empirical understanding of the role of mathematical content courses in teacher education programs. A preliminary finding highlights the importance of mathematical practices in the development of mathematical knowledge for teaching. By beginning to establish a research base on how teachers develop mathematical knowledge for teaching at the secondary level, teacher educators can begin to systematically and strategically incorporate these learning opportunities into teacher preparation programs.

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Baldinger, E. E. (2012). Studying abstract algebra to teach high school algebra. In L. R. Van Zoest, J.-J. Lo, & J. L. Kratky (Eds.), Proceedings of the 34th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 693–696). Western Michigan University.

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