NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1160832
Record Type: Journal
Publication Date: 2017
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1442-3901
Exploring How Understandings from Abstract Algebra Can Influence the Teaching of Structure in Early Algebra
Wasserman, Nicholas H.
Mathematics Teacher Education and Development, v19 n2 p81-103 2017
Empirical work that connects content knowledge to teaching practice has become increasingly important in discussions around a professional knowledge base for teaching. This paper aims to continue that work, reporting a single exploratory case study of one elementary mathematics teacher. The purpose of the study was to investigate how introducing teachers to advanced mathematics, particularly ideas in abstract algebra, might inform and influence their instructional practices for teaching early algebra topics about arithmetic structure. The findings indicate that instructional practices did change, especially in ways that more explicitly incorporated structure in early algebra with students, and fostered increased reasoning and sense-making about these ideas. Implications for mathematics teacher education are discussed.
Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A