Abstract
We examined the strategic competence of 22 secondary mathematics teachers by considering their solutions to an algebraic word problem involving simultaneous equations. The analyses have shown that although the majority could solve the problem, the strategic competence of the participants varied, with some teachers having greater fluency with an algebraic solution, and the others less likely to address simultaneity. Overall, many of the teachers had relatively limited capacity to identify additional solution approaches. The study highlights the usefulness of a strategic competence scheme with key indicators that may reveal areas for further teacher development, with the specific findings suggesting the urgency of upskilling teachers of mathematics and informing areas of need as part of teacher training.
Document Type
Journal Article
Date of Publication
1-1-2025
Publication Title
Asian Journal for Mathematics Education
Publisher
Sage
School
School of Education / School of Science
RAS ID
88290
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Comments
Hatisaru, V., Richardson, S., Chick, H., & Sevier, J. (2025). The strategic competence of secondary mathematics teachers solving algebraic word problems. Asian Journal for Mathematics Education. Advance online publication. https://doi.org/10.1177/27527263251405310