Abstract:
This study is situated on the fact that, teachers’ knowledge of algebra for teaching affects students’ algebra knowledge, hence their general performance in mathematics. In view of this, the algebra teaching knowledge level of basic school mathematics teachers should be monitored to positively affect pupils’ mathematics performance. The study focused on basic school mathematics teachers who obtained their teaching certificates through Distance Education Programmes and those who had theirs from Colleges of Education. The re-conceptualized KAT framework was used to bring to light the algebra teaching knowledge levels of basic school mathematics teachers and also checked if their algebra teaching knowledge improve as their years of teaching experience increases. The study employed an explanatory sequential mixed method research design and used 203 basic school mathematics teachers. The study brought to view that, basic school mathematics teachers from the two groups have fairly satisfactory algebra knowledge for teaching mathematics and needs to be improved. It also revealed that, although they all have fairly satisfactory algebra knowledge for teaching, that of those who obtained their teaching certificates from Colleges of Education is relatively higher than those from Distance Education programmes. The study finally brought to view that, the algebra teaching knowledge of the two groups do not improve significantly as their years of teaching experience increases. In reference to the outcome of the study, it is recommended that, there should be in-service training for basic school mathematics teachers within the study area to enable them improve on their algebra teaching knowledge as their years of teaching experiences increase.
