Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra

AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathem...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Williams Osei [verfasserIn] Douglas Darko Agyei [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	Knowledge of Algebra for Teaching (KAT) algebra difficulties Junior High School mathematics teachers’ knowledge for teaching algebra In-field mathematics teachers Out-of-field mathematics teachers

Übergeordnetes Werk:	In: Cogent Education - Taylor & Francis Group, 2014, 10(2023), 2
Übergeordnetes Werk:	volume:10 ; year:2023 ; number:2

Links:	Link aufrufen Link aufrufen Link aufrufen Journal toc

DOI / URN:	10.1080/2331186X.2023.2232240

Katalog-ID:	DOAJ099223082

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allfields	10.1080/2331186X.2023.2232240 doi (DE-627)DOAJ099223082 (DE-599)DOAJ02fe625475524dce9bdaa783c4f8dcc2 DE-627 ger DE-627 rakwb eng L7-991 Williams Osei verfasserin aut Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice. Knowledge of Algebra for Teaching (KAT) algebra difficulties Junior High School mathematics teachers’ knowledge for teaching algebra In-field mathematics teachers Out-of-field mathematics teachers Education (General) Douglas Darko Agyei verfasserin aut In Cogent Education Taylor & Francis Group, 2014 10(2023), 2 (DE-627)813203473 (DE-600)2804532-4 2331186X nnns volume:10 year:2023 number:2 https://doi.org/10.1080/2331186X.2023.2232240 kostenfrei https://doaj.org/article/02fe625475524dce9bdaa783c4f8dcc2 kostenfrei https://www.tandfonline.com/doi/10.1080/2331186X.2023.2232240 kostenfrei https://doaj.org/toc/2331-186X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 2
spelling	10.1080/2331186X.2023.2232240 doi (DE-627)DOAJ099223082 (DE-599)DOAJ02fe625475524dce9bdaa783c4f8dcc2 DE-627 ger DE-627 rakwb eng L7-991 Williams Osei verfasserin aut Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice. Knowledge of Algebra for Teaching (KAT) algebra difficulties Junior High School mathematics teachers’ knowledge for teaching algebra In-field mathematics teachers Out-of-field mathematics teachers Education (General) Douglas Darko Agyei verfasserin aut In Cogent Education Taylor & Francis Group, 2014 10(2023), 2 (DE-627)813203473 (DE-600)2804532-4 2331186X nnns volume:10 year:2023 number:2 https://doi.org/10.1080/2331186X.2023.2232240 kostenfrei https://doaj.org/article/02fe625475524dce9bdaa783c4f8dcc2 kostenfrei https://www.tandfonline.com/doi/10.1080/2331186X.2023.2232240 kostenfrei https://doaj.org/toc/2331-186X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_2025 GBV_ILN_2031 GBV_ILN_2038 GBV_ILN_2044 GBV_ILN_2086 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 10 2023 2
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The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. 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spellingShingle	Williams Osei misc L7-991 misc Knowledge of Algebra for Teaching (KAT) misc algebra difficulties misc Junior High School mathematics teachers’ knowledge for teaching algebra misc In-field mathematics teachers misc Out-of-field mathematics teachers misc Education (General) Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
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topic	misc L7-991 misc Knowledge of Algebra for Teaching (KAT) misc algebra difficulties misc Junior High School mathematics teachers’ knowledge for teaching algebra misc In-field mathematics teachers misc Out-of-field mathematics teachers misc Education (General)
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title	Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
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title_sort	teaching knowledge and difficulties of in-field and out-of-field junior high school mathematics teachers in algebra
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title_auth	Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
abstract	AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice.
abstractGer	AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice.
abstract_unstemmed	AbstractThis paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The study projected School Algebra Knowledge as the prevailing knowledge domain and revealed that the two categories of Junior High School mathematics teachers possess knowledge that falls below average for five (5) out of the seven (7) algebra knowledge domains and also for the overall Knowledge of Algebra for Teaching. However, In-field mathematics teachers showed higher knowledge as compared to Out-of-field mathematics teachers in six (6) out of the seven (7) algebra knowledge domains as well as the overall Knowledge of Algebra for Teaching. Also, the research revealed that mathematics teachers with 5 or more years of teaching experience have higher Knowledge of Algebra for Teaching as compared to those with below 5 years of teaching experience. The study finally identified eight major algebra difficulties among Junior High School mathematics teachers. The findings of the study have implications for teacher preparation, policy and practice.
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title_short	Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra
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Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra

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