Teachers’ Knowledge and the Teaching of Algebra

Abstract

In this chapter an analysis of the research on teachers’ knowledge and practice and its development with respect to the teaching of algebra is presented. The chapter begins with a brief discussion of four dilemmas that were confronted during this analysis. The findings from research on teachers’ knowledge are reported in three areas: (a) teachers’ subject matter knowledge and pedagogical content knowledge‚ (b) teachers’ conceptualisations of algebra‚ and (c) teachers learning to become teachers of algebra. The chapter concludes with a discussion of critical issues and suggestions for further research.