Teachers’ Mathematics Knowledge for Teaching Early Algebra: A Systematic Review from the MKT Perspective

Nataly Pincheira and Ángel Alsina
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Nataly Pincheira: Department of Subject-Specific Didactics, Faculty of Education and Psychology, University of Girona, 17004 Girona, Spain
Ángel Alsina: Department of Subject-Specific Didactics, Faculty of Education and Psychology, University of Girona, 17004 Girona, Spain

Mathematics, 2021, vol. 9, issue 20, 1-16

Abstract: The mathematical knowledge for teaching (MKT) model emerged from the advances proposed by Shulman in 1986 and 1987 as part of the teacher’s professional knowledge model, and refers to the mathematical knowledge that the teacher employs to carry out the instruction process in the classroom. MKT has become an international benchmark for research into mathematics education and boasts a great scope and impact to date. The objective of this study is to conduct a systematic review of the way in which the MKT of early algebra teachers has been conceptualized and empirically studied in the scientific literature from 2010 to 2021. A systematic search in the Web of Science and Scopus databases led to a review of 17 papers. The results show great advances in the conceptualization of mathematical knowledge for teaching early algebra, focusing mainly on primary education teachers and on specialized knowledge of the content. In turn, there is a predominance of studies that address functional thinking as a content area. We conclude that more empirical studies are needed that address the mathematical knowledge that childhood and primary education teachers have of early algebra.

Keywords: mathematical knowledge; teachers; systematic review; early algebra; childhood and primary education (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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