Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers

Research about the optimal methodologies for guiding the training of primary school instructors in the instruction of early algebra remains in the process of determination. This manuscript delineates the methodology involved in developing and validating an assessment tool to evaluate the mathematica...

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Detalles Bibliográficos
Autores: Pincheira, Nataly, Alsina, Àngel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/24689
Acceso en línea:http://hdl.handle.net/10256/24689
Access Level:acceso abierto
Palabra clave:Didàctica
Teaching
Matemàtica -- Educació primària
Mathematics -- Study and teaching (Primary)
Àlgebra -- Educació primària
Algebra -- Study and teaching (Primary)
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spelling Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachersPincheira, NatalyAlsina, ÀngelDidàcticaTeachingMatemàtica -- Educació primàriaMathematics -- Study and teaching (Primary)Àlgebra -- Educació primàriaAlgebra -- Study and teaching (Primary)Research about the optimal methodologies for guiding the training of primary school instructors in the instruction of early algebra remains in the process of determination. This manuscript delineates the methodology involved in developing and validating an assessment tool to evaluate the mathematical acumen of prospective primary educators in the domain of early algebra during their initial pedagogical training, drawing upon the constructs delineated in the Mathematical Knowledge for Teaching (MKT) model. To this end, an instrumental inquiry comprising four distinct phases has been executed: an exhaustive review of extant literature concerning the mathematical proficiency of primary school instructors and the pedagogy of early algebra; formulation of the preliminary version of the assessment instrument; validation of said instrument via expert appraisal and a preliminary application involving ten pre-service primary educators enrolled in a Spanish academic institution; and subsequent refinement and finalization of the assessment tool. This endeavor's outcome culminated in the MKT-Early Algebra Questionnaire (6-12-year-olds), comprising six open-ended inquiries meticulously designed to explore diverse facets of early algebra while aligning with the various sub-domains delineated in the MKT model. It is deduced that the resultant instrument holds promise as an effective diagnostic apparatus, serving dual purposes: elucidating the mathematical proficiency of primary school educators in the context of early algebra and fostering introspection regarding pedagogical strategies conducive to the cultivation of algebraic cognition at this developmental juncture. By furnishing a comprehensive questionnaire that systematically addresses all facets of pedagogical knowledge requisite for the effective instruction of early algebra, this study furnishes invaluable insights into the specific components that should be integrated into teacher education curricula in the domain of algebraic didactics2024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion22 p.application/pdfhttp://hdl.handle.net/10256/24689Journal on Mathematics Education, 2024, vol. 15, núm. 2, p. 639-660Articles publicats (D-DE)Pincheira Hauck, Nataly Goreti Alsina, Àngel 2024 Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers. Journal on Mathematics Education 15 2 639 660reponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.22342/jme.v15i2.pp639-660info:eu-repo/semantics/altIdentifier/issn/2087-8885info:eu-repo/semantics/altIdentifier/eissn/2407-0610Reconeixement 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:recercat.cat:10256/246892026-05-29T05:05:01Z
dc.title.none.fl_str_mv Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers
title Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers
spellingShingle Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers
Pincheira, Nataly
Didàctica
Teaching
Matemàtica -- Educació primària
Mathematics -- Study and teaching (Primary)
Àlgebra -- Educació primària
Algebra -- Study and teaching (Primary)
title_short Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers
title_full Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers
title_fullStr Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers
title_full_unstemmed Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers
title_sort Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers
dc.creator.none.fl_str_mv Pincheira, Nataly
Alsina, Àngel
author Pincheira, Nataly
author_facet Pincheira, Nataly
Alsina, Àngel
author_role author
author2 Alsina, Àngel
author2_role author
dc.subject.none.fl_str_mv Didàctica
Teaching
Matemàtica -- Educació primària
Mathematics -- Study and teaching (Primary)
Àlgebra -- Educació primària
Algebra -- Study and teaching (Primary)
topic Didàctica
Teaching
Matemàtica -- Educació primària
Mathematics -- Study and teaching (Primary)
Àlgebra -- Educació primària
Algebra -- Study and teaching (Primary)
description Research about the optimal methodologies for guiding the training of primary school instructors in the instruction of early algebra remains in the process of determination. This manuscript delineates the methodology involved in developing and validating an assessment tool to evaluate the mathematical acumen of prospective primary educators in the domain of early algebra during their initial pedagogical training, drawing upon the constructs delineated in the Mathematical Knowledge for Teaching (MKT) model. To this end, an instrumental inquiry comprising four distinct phases has been executed: an exhaustive review of extant literature concerning the mathematical proficiency of primary school instructors and the pedagogy of early algebra; formulation of the preliminary version of the assessment instrument; validation of said instrument via expert appraisal and a preliminary application involving ten pre-service primary educators enrolled in a Spanish academic institution; and subsequent refinement and finalization of the assessment tool. This endeavor's outcome culminated in the MKT-Early Algebra Questionnaire (6-12-year-olds), comprising six open-ended inquiries meticulously designed to explore diverse facets of early algebra while aligning with the various sub-domains delineated in the MKT model. It is deduced that the resultant instrument holds promise as an effective diagnostic apparatus, serving dual purposes: elucidating the mathematical proficiency of primary school educators in the context of early algebra and fostering introspection regarding pedagogical strategies conducive to the cultivation of algebraic cognition at this developmental juncture. By furnishing a comprehensive questionnaire that systematically addresses all facets of pedagogical knowledge requisite for the effective instruction of early algebra, this study furnishes invaluable insights into the specific components that should be integrated into teacher education curricula in the domain of algebraic didactics
publishDate 2024
dc.date.none.fl_str_mv 2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/24689
url http://hdl.handle.net/10256/24689
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.22342/jme.v15i2.pp639-660
info:eu-repo/semantics/altIdentifier/issn/2087-8885
info:eu-repo/semantics/altIdentifier/eissn/2407-0610
dc.rights.none.fl_str_mv Reconeixement 4.0 Internacional
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Reconeixement 4.0 Internacional
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 22 p.
application/pdf
dc.source.none.fl_str_mv Journal on Mathematics Education, 2024, vol. 15, núm. 2, p. 639-660
Articles publicats (D-DE)
Pincheira Hauck, Nataly Goreti Alsina, Àngel 2024 Assessing knowledge to teach early algebra from the Mathematical Knowledge for Teaching (MKT) perspective: A support tool for primary school teachers. Journal on Mathematics Education 15 2 639 660
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
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