A Conceptual Framework of Acquisition of Mathematical Knowledge to Teach Algebra

This study suggests a conceptual framework of acquisition of mathematical knowledge to teach algebra. This framework highlights the importance of acquisition of knowledge for prospective teachers which generates modes for learning to teach mathematics and introduces a notion of balanced mathematics teaching. A grounded theory approach led to the identification of a matrix of acquisition of prospective teacher‘s knowledge for mathematics teaching in terms of: aspects of knowledge; definitions; learning modes, teaching modes, and aspects of students learning were illustrated by examples. Task analysis of Algebra for balanced teaching of prospective teachers at grade-six is also elaborated. Primary purpose of this research was to facilitate learning to teach and to design learning tasks for prospective teachers to transfer knowledge of Algebra so that their pupils assimilate it without any difficulty. Secondary purpose was to investigate how appropriately acquired knowledge of prospective elementary teachers were related with these acquisition modes to develop student‘s mathematical thinking. The assessment was done through Mathematics Teacher‘s Knowledge Test (MTKT); class room observations and interview checklist. Graphical representations and data analysis showed that educational back ground of prospective teachers is related with the acquired modes. The recommendations have been suggested change in teaching scenario of mathematics teacher education program and for future research.