Knowledge for teaching algebra: variation in the use of knowledge in the light of classroom constraints

This study illuminates the knowledge for teaching elementary algebra by interpreting the variation in the use of teachers’ knowledge in reference to the teachers’ classroom constraints that particularly count in algebra courses. We examine this variation by analysing the results of a paper-and-pencil questionnaire submitted to 88 middle school teachers. The results show that variations in the use of knowledge are considerable and that the interpretation of these variations in terms of classroom constraints helps to understand important factors inherent to algebraic teaching that either support or hinder teachers ‘use of knowledge in various situations.