INVESTIGATING CHARACTERISTICS OF MALAWIAN PRIMARY SCHOOL TEACHERS’ MATHEMATICAL KNOWLEDGE FOR TEACHING EARLY ALGEBRAIC CONCEPTS: EQUALS SIGN, PATTERNS, VARIABLES AND LINEAR EQUATIONS

Abstract

The purpose of this study was to investigate characteristics of Malawian primary school teachers’ mathematical knowledge for teaching (MKT) early algebraic concepts of equals sign, patterns, variable and linear equations. Further, the study examined if school location (urban or rural) and teachers’ experience affected teachers’ MKT of the algebraic concepts. The sample comprised 35 teachers from 2 urban and 3 rural schools. The study employed mixed methods research design. Quantitative data were generated inform of scores of a multiple choice test which was administered to 35 teachers in the 5 schools. The test items were adapted from the Learning Mathematics for Teaching Project, and Measures of Effective Teaching Projects at the University of Michigan in the United States of America. One item was adapted from Mamba (2011) test items. In addition, each teacher filled demographic data form. After the test, at each school, the teachers participated in focus group discussions. Quantitative data were analysed using Microsoft Excel while qualitative data were analysed thematically. The findings revealed that teachers did not have adequate MKT of the algebraic concepts of equals sign, patterns, variable and linear equations. Further, the study revealed that school location did not affect teachers’ MKT of early algebraic concepts. The study revealed that more experienced had more MKT of early algebraic concepts than inexperienced teachers.