Algebra I Teachers’ Beliefs and Knowledge of Algebra For Teaching

Abstract

Research indicates that teachers’ mathematical beliefs and mathematical knowledge for teaching impacts practices in the classroom. Research also suggests that success in Algebra I is the gatekeeper to higher-level mathematics. With the increased number of certification pathways in some states, it is important to identify those Algebra I teachers’ beliefs and knowledge of algebra for teaching. A study of current Algebra I teachers revealed that regardless of certification pathway, mathematical beliefs are not significantly different. Additionally, significant differences did exist in regards to the certification pathway and Knowledge of Algebra for Teaching (KAT) levels.