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Instructional practice in algebra: Building from existing practices to inform an incremental improvement approach |
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| Affiliation: | 1. Ghent University, Department of Educational Studies, Henri Dunantlaan 2, 9000, Ghent, Belgium;1. Department of Mathematics, Achva Academic College, Arugot 79800, Israel;2. Department of Mathematics Education, Education and Sciences Bldg., University of Haifa, Haifa 31905, Israel;1. Department of Mathematics Education, University of Haifa, Israel;2. Mathematics Education, Monash University, Melbourne, PO Box 527, Frankston, Victoria, 3199, Australia;1. Seattle Pacific University, 243 Otto Miller Hall, Seattle, WA, 98119, United States;2. Lansing Christian Schools, 3405 Belle Chase Way, Lansing, MI, 48911, United States;3. Duquesne University, 600 Forbes Ave., Pittsburgh, PA, 15282, United States |
| Abstract: | Algebra is considered key to success in secondary mathematics, yet instruction remains mostly teacher-centered and procedurally oriented, with limited opportunities for students to develop algebraic understanding. This study draws on a large sample of video-recorded ninth grade U.S. algebra lessons to explore the nature of learning opportunities that may help deepen students’ algebraic understanding. I highlight aspects of opportunities to learn algebraic procedures and describe instruction that can enrich these opportunities. I posit that this holds promise as an incremental improvement approach—relatively small adjustments in teachers’ current practices that can serve as a bridge to more ambitious teaching. |
| Keywords: | Mathematics education Algebra Teaching practices Instructional improvement |
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