Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them

Hyunyi Jung; Jill Newton; Eryn M. Maher

doi:10.29333/iejme/15519

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Hyunyi Jung ¹ ^* , Jill Newton ² , Eryn M. Maher ³

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¹ Texas A&M University, College Station, TX, USA² Purdue University, West Lafayette, IN, USA³ Georgia Southern University, Statesboro, GA, USA^* Corresponding Author

Abstract

Beginning teachers benefit from preparation emphasizing supporting students with diverse needs and developing deeper understandings of algebraic connections. Our study aims to explore how instructors in secondary preparation programs and mathematics preservice teachers (M-PSTs) conceptualize and enact algebraic connections in required courses. Our dataset comprises instructor interviews and course materials from 48 courses across five universities, and 10 focus group interviews involving 37 M-PSTs. Employing constant comparison method, we analyzed data by creating a coding system for algebraic connections. Our findings highlight varying perspectives of M-PSTs and instructors related to encounters with algebraic connections, emphasis of algebraic connection types by both groups, and types emphasized as main objectives of courses in five secondary mathematics teacher education programs. We describe nine algebraic connection themes that were identified in this investigation. We discuss emergent implications for curriculum development, instructional practices, and foundational algebraic concepts in teacher preparation programs.

Keywords

algebraic connections
algebra teaching and learning
mathematics teacher preparation
secondary mathematics preservice teachers

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 19, Issue 4, November 2024, Article No: em0797

https://doi.org/10.29333/iejme/15519

Publication date: 24 Oct 2024

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Article Downloads: 45

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How to cite this article

APA

Jung, H., Newton, J., & Maher, E. M. (2024). Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them. International Electronic Journal of Mathematics Education, 19(4), em0797. https://doi.org/10.29333/iejme/15519

Vancouver

Jung H, Newton J, Maher EM. Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them. INT ELECT J MATH ED. 2024;19(4):em0797. https://doi.org/10.29333/iejme/15519

AMA

Jung H, Newton J, Maher EM. Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them. INT ELECT J MATH ED. 2024;19(4), em0797. https://doi.org/10.29333/iejme/15519

Chicago

Jung, Hyunyi, Jill Newton, and Eryn M. Maher. "Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them". International Electronic Journal of Mathematics Education 2024 19 no. 4 (2024): em0797. https://doi.org/10.29333/iejme/15519

Harvard

Jung, H., Newton, J., and Maher, E. M. (2024). Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them. International Electronic Journal of Mathematics Education, 19(4), em0797. https://doi.org/10.29333/iejme/15519

MLA

Jung, Hyunyi et al. "Conceptualizing algebraic connections: Honoring voices from future mathematics teachers and the instructors who teach them". International Electronic Journal of Mathematics Education, vol. 19, no. 4, 2024, em0797. https://doi.org/10.29333/iejme/15519