Work

Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective

Year: 2021

Type: review

Abstract: The mathematical knowledge for teaching (MKT) model emerged from the advances proposed by Shulman in 1986 and 1987 as part of the teacher’s professional knowledge model, and refers to the mathematical knowledge that the teacher employs to carry out the instruction process in the classroom. MKT has become an international benchmark for research into mathematics education and boasts a great scope and impact to date. The objective of this study is to conduct a systematic review of the way in which the MKT of early algebra teachers has been conceptualized and empirically studied in the scientific literature from 2010 to 2021. A systematic search in the Web of Science and Scopus databases led to a review of 17 papers. The results show great advances in the conceptualization of mathematical knowledge for teaching early algebra, focusing mainly on primary education teachers and on specialized knowledge of the content. In turn, there is a predominance of studies that address functional thinking as a content area. We conclude that more empirical studies are needed that address the mathematical knowledge that childhood and primary education teachers have of early algebra.

Source: Mathematics

DOI: 10.3390/math9202590

Authors: Nataly Pincheira, Ángel Alsina

Institution: Universitat de Girona

Language: English

Topic: Mathematics Education and Teaching Techniques

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,728