Abstract
The study investigated the responses of teachers of mathematics to students’ misconceptions in algebra. Qualitative approach to the analysis of the data was employed. Eighty seven teachers took part in the study, and four questionnaires were designed to explore the responses of the teachers. The focus was on variables, algebraic fractions, equations and word problems. The study revealed that some of the teachers were successful in understanding students’ thinking with regard to the algebraic concepts studied. The study also indicated that most teachers ask instructional questions instead of investigative questions. Most teachers were incapable of asking questions which would reveal students’ source or cause of misconception. Another important finding was that some of the teachers had difficulties in understanding the problems, hence could not figure out the students’ misconceptions or errors in the hypothetical solutions given in the questionnaires. The teachers’ pedagogical content knowledge was generally inadequate.
Highlights
The mathematics teachers‟ knowledge is necessary for effective and meaningful teaching
This study focused on knowledge of student, as one of the key components of pedagogical content knowledge of teachers
The first questionnaire which was on teachers‟ knowledge of students about the concept of variable, focused on teachers‟ ability to predict students‟ thinking, identify and correct students‟ misconception about a variable
Summary
The mathematics teachers‟ knowledge is necessary for effective and meaningful teaching. „what should teachers know?‟ asked Tanisli and Kose (2013) They pointed out that this can be explained by the concept of pedagogical content knowledge of the teachers. Pedagogical content knowledge is a kind of knowledge that shows teachers‟ meaningful and effective ways of teaching. Tamir (1988) categorized pedagogical content knowledge into four categories namely, knowledge of understanding students; knowledge of teaching methods, strategies and techniques; knowledge of measurement and evaluation; and knowledge of curriculum. Marks (1990) divided pedagogical content knowledge into four: knowledge of understanding students; knowledge of teaching methods, strategies and techniques; knowledge of subject-matter; and knowledge of media
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