DEVELOPING LEARNERS’ ALGEBRAIC MANIPULATION ABILITY: A MATHEMATICS TEACHER EDUCATOR REFLECTS ON PRE-SERVICE TEACHERS’ INITIAL THOUGHTS
This design research study applies the cognitive strategy IACTS (Identify Assess Challenge Transform Sustain) previously developed for integer subtraction and multiple meanings of the “–” symbol to the context of symbolic transformation of algebraic expressions involving the “–” symbol. Qualitative data for this exploratory study conducted during Fall 2022 in the author’s secondary mathematics methods course include preservice teachers’ written explanations for how to teach –(x+y), 2 – (x + 3), and 2 – (x – 5) “from scratch” and their post-course reflections on this experience. Preliminary results reported by the mathematics teacher educator indicate PSTs’ understanding of subtraction as adding the opposite did not fully transfer initially from the integer arithmetic to the algebraic context thus creating a need for PCK-development related to methods of teaching simplifying algebraic expressions involving the “–” symbol.
DEVELOPING LEARNERS’ ALGEBRAIC MANIPULATION ABILITY: A MATHEMATICS TEACHER EDUCATOR REFLECTS ON PRE-SERVICE TEACHERS’ INITIAL THOUGHTS
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DOI: 10.37572/EdArt_3110242919
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Palavras-chave: PCK for Simplifying Algebraic Expressions
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Keywords: PCK for Simplifying Algebraic Expressions
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Abstract:
This design research study applies the cognitive strategy IACTS (Identify Assess Challenge Transform Sustain) previously developed for integer subtraction and multiple meanings of the “–” symbol to the context of symbolic transformation of algebraic expressions involving the “–” symbol. Qualitative data for this exploratory study conducted during Fall 2022 in the author’s secondary mathematics methods course include preservice teachers’ written explanations for how to teach –(x+y), 2 – (x + 3), and 2 – (x – 5) “from scratch” and their post-course reflections on this experience. Preliminary results reported by the mathematics teacher educator indicate PSTs’ understanding of subtraction as adding the opposite did not fully transfer initially from the integer arithmetic to the algebraic context thus creating a need for PCK-development related to methods of teaching simplifying algebraic expressions involving the “–” symbol.
- Barbara Kinach