Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers

This study analyzes the mathematical knowledge to teach early algebra exhibited by pre-service early childhood education teachers, from the perspective of the Mathematical Knowledge for Teaching (MKT) model. The research adopts a mixed exploratory-descriptive methodological approach, based on the ap...

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Detalles Bibliográficos
Autores: Pincheira, Nataly, Alsina, Àngel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2025
País:España
Institución:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
Repositorio:Recercat. Dipósit de la Recerca de Catalunya
OAI Identifier:oai:recercat.cat:10256/25108
Acceso en línea:http://hdl.handle.net/10256/25108
Access Level:acceso abierto
Palabra clave:Àlgebra -- Ensenyament -- Educació infantil
Algebra -- Study and teaching (Preschool)
Mestres d'educació infantil -- Formació
Preschool teachers -- Training of
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spelling Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education TeachersPincheira, NatalyAlsina, ÀngelÀlgebra -- Ensenyament -- Educació infantilAlgebra -- Study and teaching (Preschool)Mestres d'educació infantil -- FormacióPreschool teachers -- Training ofThis study analyzes the mathematical knowledge to teach early algebra exhibited by pre-service early childhood education teachers, from the perspective of the Mathematical Knowledge for Teaching (MKT) model. The research adopts a mixed exploratory-descriptive methodological approach, based on the application of the MKT-early algebra questionnaire (3-6), consisting of six open-ended items that place teachers in various teaching situations reflecting the knowledge that characterizes early algebra at this stage of schooling. The analysis of the answers given by the pre-service teachers of early childhood education revealed a level general of insufficient mathematical knowledge, with the common content knowledge exhibiting fewer limitations compared to the other subdomains that comprise the model, and the horizon content knowledge the weakest. We conclude that it is necessary to offer teacher training programs that deepen the didactics of early algebra and provide tools to further the effective teaching of this content block in early childhood educationOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer NatureSpringer2025info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10256/25108International Journal of Science and Mathematics Education, 2025, vol.23, p. 461-487Articles publicats (D-DE)Pincheira Hauck, Nataly Alsina, Àngel 2024 Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers International Journal of Science and Mathematics Education undef undef undefreponame:Recercat. Dipósit de la Recerca de Catalunyainstname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)Inglésinfo:eu-repo/semantics/altIdentifier/doi/10.1007/s10763-024-10478-yinfo:eu-repo/semantics/altIdentifier/issn/1571-0068info:eu-repo/semantics/altIdentifier/eissn/1573-1774Reconeixement 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:recercat.cat:10256/251082026-05-29T05:05:01Z
dc.title.none.fl_str_mv Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers
title Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers
spellingShingle Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers
Pincheira, Nataly
Àlgebra -- Ensenyament -- Educació infantil
Algebra -- Study and teaching (Preschool)
Mestres d'educació infantil -- Formació
Preschool teachers -- Training of
title_short Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers
title_full Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers
title_fullStr Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers
title_full_unstemmed Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers
title_sort Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers
dc.creator.none.fl_str_mv Pincheira, Nataly
Alsina, Àngel
author Pincheira, Nataly
author_facet Pincheira, Nataly
Alsina, Àngel
author_role author
author2 Alsina, Àngel
author2_role author
dc.subject.none.fl_str_mv Àlgebra -- Ensenyament -- Educació infantil
Algebra -- Study and teaching (Preschool)
Mestres d'educació infantil -- Formació
Preschool teachers -- Training of
topic Àlgebra -- Ensenyament -- Educació infantil
Algebra -- Study and teaching (Preschool)
Mestres d'educació infantil -- Formació
Preschool teachers -- Training of
description This study analyzes the mathematical knowledge to teach early algebra exhibited by pre-service early childhood education teachers, from the perspective of the Mathematical Knowledge for Teaching (MKT) model. The research adopts a mixed exploratory-descriptive methodological approach, based on the application of the MKT-early algebra questionnaire (3-6), consisting of six open-ended items that place teachers in various teaching situations reflecting the knowledge that characterizes early algebra at this stage of schooling. The analysis of the answers given by the pre-service teachers of early childhood education revealed a level general of insufficient mathematical knowledge, with the common content knowledge exhibiting fewer limitations compared to the other subdomains that comprise the model, and the horizon content knowledge the weakest. We conclude that it is necessary to offer teacher training programs that deepen the didactics of early algebra and provide tools to further the effective teaching of this content block in early childhood education
publishDate 2025
dc.date.none.fl_str_mv 2025
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10256/25108
url http://hdl.handle.net/10256/25108
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1007/s10763-024-10478-y
info:eu-repo/semantics/altIdentifier/issn/1571-0068
info:eu-repo/semantics/altIdentifier/eissn/1573-1774
dc.rights.none.fl_str_mv Reconeixement 4.0 Internacional
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Reconeixement 4.0 Internacional
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Springer
publisher.none.fl_str_mv Springer
dc.source.none.fl_str_mv International Journal of Science and Mathematics Education, 2025, vol.23, p. 461-487
Articles publicats (D-DE)
Pincheira Hauck, Nataly Alsina, Àngel 2024 Mathematical Knowledge of Early Algebra Exhibited by Pre-Service Early Childhood Education Teachers International Journal of Science and Mathematics Education undef undef undef
reponame:Recercat. Dipósit de la Recerca de Catalunya
instname:Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
instname_str Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya)
reponame_str Recercat. Dipósit de la Recerca de Catalunya
collection Recercat. Dipósit de la Recerca de Catalunya
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,198674

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