Abstract:
Algebra being the foundation of Mathematics, senior high school students’ weakness in algebra exhibited in their summative assessment over the years has been a subject of concern to Ghanaians. To overcome students’ weakness in algebra, it is important the factors that characterise preservice teachers’ knowledge for teaching algebra and their knowledge in algebra are clearly understood since literature establishes the fact that students’ performance in Mathematics is a function of teachers’ knowledge. Therefore, using the Expanded Knowledge of Algebra for Teaching framework, this study explored the dominant factors that characterize preservice teachers’ knowledge for teaching high school algebra and their knowledge in algebra. Using the cross-sectional survey, 164 preservice Mathematics teachers were sampled using the cluster sampling technique. A Principal Component Analysis of exploratory factor analysis coupled with Parallel Analysis revealed that preservice Mathematics teachers’ knowledge for teaching is characterised by three factors: School Algebra knowledge, School Algebra Teaching knowledge and Pedagogical Content Knowledge in teaching algebra. Also, descriptive statistics showed preservice Mathematics teachers’ knowledge of algebra for teaching is limited. It was recommended that training universities should mount courses that will strengthen preservice teachers’ knowledge in algebra and preservice teachers are to be mentored when they are freshly absorbed into the Ghana Education Service.
