Prospective Mathematics Teachers’ Knowledge of Algebra

1. Front Matter

   Pages I-XXI

   PDF

2. Introduction

   • Rongjin Huang

   Pages 1-6

3. Literature Review

   • Rongjin Huang

   Pages 7-35

4. Methodology

   • Rongjin Huang

   Pages 37-60

5. Results

   • Rongjin Huang

   Pages 61-120

6. Conclusion and Discussion

   • Rongjin Huang

   Pages 121-137

7. Back Matter

   Pages 139-179

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Rongjin Huang examines teachers’ knowledge of algebra for teaching, with a particular focus on teaching the concept of function and quadratic relations in China and the United States. 376 Chinese and 115 U.S.A. prospective middle and high school mathematics teachers participated in this survey. Based on an extensive quantitative and qualitative data analysis the author comes to the following conclusions: The Chinese participants demonstrate a stronger knowledge of algebra for teaching and the Chinese participants’ structure of knowledge of algebra for teaching is much more interconnected. Chinese participants show flexibility in choosing appropriate perspectives of the function concept and in selecting multiple representations. Finally, the number of college mathematics and mathematics education courses taken impacts the teachers’ knowledge of algebra for teaching.

• China an USA
• Function and quadratic equation
• Middle and highschools
• Prospective teachers
• Teachers' knowledge

• Middle Tennessee State University, USA

  Rongjin Huang

Dr. Rongjin Huang works as an associate Professor at the Middle Tennessee State University, U.S.A.

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