Preservice Teachers’ Perspectives on Their Opportunities to Learn about Algebra

Authors

Hyunyi Jung, Marquette UniversityFollow
Sarah L. Strikwerda, North Carolina State University
Joyce JuHye Park, Calvin College
Jill Newton, Purdue University

Document Type

Article

Publication Date

8-2018

Publisher

Texas Tech University Department of Mathematics

Source Publication

Issues in the Undergraduate Mathematics Preparation of School Teachers (IUMPST)

Source ISSN

2165-7874

Abstract

This study investigates secondary mathematics preservice teachers' (M-PSTs') opportunities to learn about algebra as reported by five teacher preparation programs. Ten focus group interview transcripts were analyzed using systematic grounded theory. When M-PSTs mentioned specific algebra tasks during the focus group interviews, the instructors' interview data and course materials were used to support the M-PSTs' assertions. M-PSTs presented diverse learning opportunities that aligned with current policy recommendations, but also reported their preferences to learn about algebra in particular ways. Listening to voices of future teachers has the potential to improve teacher preparation programs, ultimately impacting secondary students' opportunities to learn algebra.

Comments

Issues in the Undergraduate Mathematics Preparation of School Teachers (IUMPST), Vol. 1 (August 2018). Publisher link.

Recommended Citation

Jung, Hyunyi; Strikwerda, Sarah L.; Park, Joyce JuHye; and Newton, Jill, "Preservice Teachers’ Perspectives on Their Opportunities to Learn about Algebra" (2018). Mathematical and Statistical Science Faculty Research and Publications. 58.
https://epublications.marquette.edu/math_fac/58