This study compared the characteristics of mathematics knowledge needed for teaching algebra between China and the United States. An embedded mixed methods design was adapted (Creswell & Clark, 2007). The design of the main data set consists of written answers to a questionnaire which includes multiple choice items and open-ended items, while the supportive data set is comprised of the written answers to the open-ended items and follow up interviews. The primary purpose of this study was to compare the status and structure of teacher knowledge of algebra for teaching through quantitatively analyzing the participants’ performance in the KAT survey between the two countries. The second purpose was to further illustrate the similarities and differences in KAT through qualitatively analyzing the answers to the open-ended questions and follow up interviews, which focus on the core concept of function.
KeywordsScience Teacher Mathematics Teacher Function Concept Prospective Teacher Teacher Knowledge
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