Developing proficiency with teaching algebra in teacher working groups: Understanding the needs
Document Type
Conference Proceeding
Publication Title
Mathematical Confluences and Journeys. Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia
Publisher
MERGA Inc.
School
School of Education
RAS ID
46959
Abstract
This study reports on a professional learning (PL) initiative aimed at establishing a community of practice, through teacher working groups in which teachers can explore and develop their algebraic pedagogical content knowledge (PCK). Here we report on teachers’ solutions to three differently represented algebraic problems and explore what the nature of their solutions tells us about their algebraic reasoning and their PCK. The findings showed that most participants favoured only one solution and provided useful insights for the value of teacher working groups in PL activities to develop teachers’ algebraic reasoning, understanding, and extend their range of problem-solving strategies.
Access Rights
free_to_read
Comments
Hatisaru, V., Chick, H., & Oates, G. (2022).Developing proficiency with teaching algebra in teacher working groups: Understanding the need0. In Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia (250-257). https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2022-Conference-Proceedings-.aspx