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The aim of this study is to conduct a full analysis of all domains of knowledge. involved in the teaching of algebra, from the perspective of the Mathematical Knowledge for Teaching model. To this end, a descriptive mixed-methods methodological approach was adopted, which involved the administration of the previously validated MKT-Early Algebra Questionnaire (6–12 y.o.) to a sample of 76 pre-service primary school teachers. This instrument consists of six open-ended items presenting different contextualised situations to identify the different subdomains of knowledge for teaching algebra. The main results show: a) In general, low knowledge for teaching early algebra; b) More specifically, Common Content Knowledge exhibits the highest scores, and Knowledge at the Mathematical Horizon the lowest. These overall findings are a starting point for the design of initial training programmes to help improve the knowledge gaps for teaching algebra in primary education.
Pincheira et al. (Thu,) studied this question.