Michigan State University Press
Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
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.