### Abstract

Original language | English (US) |
---|---|

Number of pages | 4 |

State | Published - 2012 |

### Fingerprint

### Keywords

- mathematical knoweldge for teaching
- post-secondary education
- teacher education-preservice
- teacher knowledge

### Cite this

**Studying abstract algebra to teach high school algebra.** / Baldinger, Erin E.

Research output: Contribution to conference › Paper

}

TY - CONF

T1 - Studying abstract algebra to teach high school algebra

AU - Baldinger, Erin E.

PY - 2012

Y1 - 2012

N2 - 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.

AB - 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.

KW - mathematical knoweldge for teaching

KW - post-secondary education

KW - teacher education-preservice

KW - teacher knowledge

M3 - Paper

ER -