University of Illinois at Chicago
Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
This study addresses comparable concerns regarding pedagogical content knowledge (PCK) from different countries, experiences of teachers around the world regarding knowledge for teaching algebra, and the use of such experiences for teaching pre-service teachers. Proceedings from the most recent International Congress on Mathematical Education were analyzed focusing on the importance of PCK and specialized knowledge for teaching algebra. Analysis of multiple international studies provided a holistic approach to bridge research into practice. In this paper, I present the findings of this analysis which were subsequently used to develop contents for teaching algebra in a methods course for pre-service secondary mathematics teachers.