Abstract
This chapter reflects on a study of preservice teachers’ knowledge to teach functional thinking as a strand of early algebra, and its implications for teacher education. While there is a growing body of research related to young children’s algebraic thinking, much of the research within teacher education has focused on the assessment and development of teachers’ and students’ early algebra and less on the preparation of teachers to teach early algebra. The results of this study, based on the written reflections and video-recorded lessons of preservice teachers, highlight issues related to the ways in which knowledge is used when teaching functional thinking in the early grades.
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