Studying abstract algebra to teach high school algebra

This study explores the transition from studying abstract algebra to teaching high school algebra in the context of an abstract algebra course designed for pre-service teachers. It addresses the question of how teachers develop mathematical knowledge for teaching using a case study approach. This research provides an empirical understanding of the role of mathematical content courses in teacher education programs. A preliminary finding highlights the importance of mathematical practices in the development of mathematical knowledge for teaching. By beginning to establish a research base on how teachers develop mathematical knowledge for teaching at the secondary level, teacher educators can begin to systematically and strategically incorporate these learning opportunities into teacher preparation programs.