Influence of teacher certification pathway and knowledge of algebra for teaching on mathematical beliefs of algebra I teachers

Abstract

This quantitative survey-based study explores Oklahoma Algebra I teachers' beliefs about algebra and their Knowledge of Algebra for Teaching (KAT). The study included 144 teachers currently teaching Algebra I during the 2016 - 2017 academic year. Emails were sent to Oklahoma mathematics teachers with a link to an online questionnaire, then only analyzing data from those teaching Algebra I. The data from the online questionnaire was analyzed using one-way ANOVAs and Chi-Square tests for Independence. The results are organized into two distinct articles, each answering different research questions. As a whole, results indicate that regardless of certification pathway, algebra beliefs of teachers are not significantly different, but their KAT is significantly different (p<.01) regarding their certification pathway. Additionally, results indicate those teachers who have a high KAT are dependent upon having a more problem-solving view of the nature of algebra (p<.05) and also dependent on holding a mathematics degree (p<.001).