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Mathematical Knowledge for Teachers: Opportunities to Learn to Teach Algebra in Teacher Education Programs
Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
  • Eryn Stehr, Michigan State University
  • Jeffrey Craig, Michigan State University
  • Hyunyi Jung, Marquette University
  • Leonardo Medel, Michigan State University
  • Alexia Mintos, Purdue University
  • Jill Newton, Purdue University
Document Type
Conference Proceeding
Language
eng
Publication Date
1-1-2015
Publisher
Michigan State University Press
Abstract

Preparing to Teach Algebra (PTA) Project gathered data about opportunities to learn to teach algebra provided by secondary teacher education programs. In sharing our findings, we use structures from the Mathematical Knowledge for Teaching (MKT) framework (Ball & Bass, 2003). The MKT framework is one way of situating the ways in which teacher education programs support preservice mathematics teachers in developing necessary knowledge types for teaching algebra. Using the MKT framework as an analytical framework is not straightforward, however. The framework must be interpreted and individualized to the study of algebra and to the opportunities to learn to teach algebra that we found. We present our struggles, the evolved framework, and our results in this session.

Comments

Published version. Published as part of Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education 2015: 944-947. Publisher link. © 2015 The Authors. Used with permission.

Hyunyi Jung was affiliated with Purdue University at the time of publication.

Citation Information
Eryn Stehr, Jeffrey Craig, Hyunyi Jung, Leonardo Medel, et al.. "Mathematical Knowledge for Teachers: Opportunities to Learn to Teach Algebra in Teacher Education Programs" Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2015) ISSN: 978-0-692-54039-8
Available at: http://works.bepress.com/hyunyi-jung/9/