Persistent Link:
http://hdl.handle.net/10150/613743
Title:
UNCOVERING MATH TEACHERS’ UNDERSTANDING OF ALGEBRA CONCEPTS
Author:
TORRE, ALEXIS-JANE ARANETA
Issue Date:
2016
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In this study, we looked at thirty to thirty-three teacher responses to algebra questions. Through analyzing their submitted solutions using the lens of previously researched ways of categorizing teacher knowledge of algebra, we saw how point-wise and global approaches can both be beneficial, depending on the nature of the question. Sometimes, taking a point-wise approach can help teachers tackle problems with counter-intuitive solutions, and other times, global thinking helped guide teachers in the right direction by focusing them on the bigger picture. We also looked at the data through the framework of KAT, finding that teachers may possibly have gaps in their school algebra (SA), and advanced math (AM) knowledge in terms of applying and connecting formulas, which we saw in problems involving the distance, rate, and time formulas. Overall, our research has highlighted how middle and high school math teachers think about algebra questions, building off of previous research in this area and giving us insight into how we could better train future math educators.
Type:
text; Electronic Thesis
Degree Name:
B.A.
Degree Level:
Bachelors
Degree Program:
Honors College; Mathematics
Degree Grantor:
University of Arizona
Advisor:
McGraw, Rebecca

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.titleUNCOVERING MATH TEACHERS’ UNDERSTANDING OF ALGEBRA CONCEPTSen_US
dc.creatorTORRE, ALEXIS-JANE ARANETAen
dc.contributor.authorTORRE, ALEXIS-JANE ARANETAen
dc.date.issued2016-
dc.publisherThe University of Arizona.en
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en
dc.description.abstractIn this study, we looked at thirty to thirty-three teacher responses to algebra questions. Through analyzing their submitted solutions using the lens of previously researched ways of categorizing teacher knowledge of algebra, we saw how point-wise and global approaches can both be beneficial, depending on the nature of the question. Sometimes, taking a point-wise approach can help teachers tackle problems with counter-intuitive solutions, and other times, global thinking helped guide teachers in the right direction by focusing them on the bigger picture. We also looked at the data through the framework of KAT, finding that teachers may possibly have gaps in their school algebra (SA), and advanced math (AM) knowledge in terms of applying and connecting formulas, which we saw in problems involving the distance, rate, and time formulas. Overall, our research has highlighted how middle and high school math teachers think about algebra questions, building off of previous research in this area and giving us insight into how we could better train future math educators.en
dc.typetexten
dc.typeElectronic Thesisen
thesis.degree.nameB.A.en
thesis.degree.levelBachelorsen
thesis.degree.disciplineHonors Collegeen
thesis.degree.disciplineMathematicsen
thesis.degree.grantorUniversity of Arizonaen
dc.contributor.advisorMcGraw, Rebeccaen
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