{"title":"Preparing elementary pre-service teachers to teach early algebra: A conceptual replication study","authors":"Charles Hohensee , Vahid Borji","doi":"10.1016/j.jmathb.2024.101174","DOIUrl":null,"url":null,"abstract":"<div><p>Early algebra can prepare elementary students for the transition they will need to make from arithmetic and algebra. Although teacher preparation programs emphasize the teaching of early algebra, research on how to prepare elementary pre-service teachers (PSTs) to teach early algebra is still scarce. The replication study reported in this article was a conceptual replication study designed to examine Iranian PSTs’ reasoning about pre-symbolic early algebra by looking at what was more, somewhat, and less challenging. The aims of the replication study aligned with the original study (Hohensee, 2017). Results from the replication study show that participating PSTs (<em>N</em> = 15) found the early algebra approach to variables and functions more challenging, indeterminable unknowns somewhat challenging, and equivalence and equations less challenging. We make comparisons with the original study, as well as offer implications and suggestions for preparing PSTs to teach early algebra.</p></div>","PeriodicalId":47481,"journal":{"name":"Journal of Mathematical Behavior","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2024-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Mathematical Behavior","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0732312324000518","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Early algebra can prepare elementary students for the transition they will need to make from arithmetic and algebra. Although teacher preparation programs emphasize the teaching of early algebra, research on how to prepare elementary pre-service teachers (PSTs) to teach early algebra is still scarce. The replication study reported in this article was a conceptual replication study designed to examine Iranian PSTs’ reasoning about pre-symbolic early algebra by looking at what was more, somewhat, and less challenging. The aims of the replication study aligned with the original study (Hohensee, 2017). Results from the replication study show that participating PSTs (N = 15) found the early algebra approach to variables and functions more challenging, indeterminable unknowns somewhat challenging, and equivalence and equations less challenging. We make comparisons with the original study, as well as offer implications and suggestions for preparing PSTs to teach early algebra.
期刊介绍：
The Journal of Mathematical Behavior solicits original research on the learning and teaching of mathematics. We are interested especially in basic research, research that aims to clarify, in detail and depth, how mathematical ideas develop in learners. Over three decades, our experience confirms a founding premise of this journal: that mathematical thinking, hence mathematics learning as a social enterprise, is special. It is special because mathematics is special, both logically and psychologically. Logically, through the way that mathematical ideas and methods have been built, refined and organized for centuries across a range of cultures; and psychologically, through the variety of ways people today, in many walks of life, make sense of mathematics, develop it, make it their own.
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