Abstract
The purpose of this study is to analyze perceptions and advanced mathematical knowledge of secondary teachers’ connectivity between secondary and undergraduate algebra. Survey, created based on prior research on teacher perception and advanced knowledge teaching algebra, was administered to 49 in-service secondary mathematics teachers. Analysis of the survey suggests that teachers do not well perceive how contents of undergraduate algebra can be applied to teaching secondary one. Moreover, despite that the participant teachers were experienced in teaching upper secondary mathematics, most of them felt difficulties linking undergraduate algebra to their school curriculums, and their strength was more on procedural calculation than on conceptual understanding of algebra. The study has an implication towards future research that more research is needed to investigate and to enhance secondary teachers’ capacity to connect what they learn in undergraduate with what they teach in school.
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