| dc.description.abstract | This study was inspired by and utilises representations, one of the mathematical learning
processes (NCTM, 2000), which is currently acclaimed as one of the reform-based instructional
approaches to teaching and learning algebra. This concurrent mixed methods research project
explored elementary in-service teachers’ goals for, beliefs about and knowledge of
representations, both in Ontario and Lagos. Data were collected through an online survey
completed by 91 middle school in-service teachers concurrently with interviews with ten of
them. Findings from the survey indicated that teachers from the Lagos subsample had weaker
understandings about representations compared with their counterparts from Ontario. In the
interviews, participants described to varying degrees their goals for and use of representations as
opportunities for students to show connections, relationships, and reasoning, supporting students’
confidence in problem-solving, and facilitation and opportunities for questioning and discussion.
This research suggests that teachers generally, but particularly in Lagos, need a deeper
understanding of representations and need to further develop the specialized mathematics content
knowledge related to patterning and algebra. Other findings showed that: planning and
sequencing instruction, use of contextual learning tasks, opportunities for students to generate
their own representations, linking students’ prior knowledge to new situations, and translation
among multiple representations were reported as critical to teachers’ use of representations.
Recommendations are made to create more awareness among teachers, of the value, use and
knowledge about representations. These findings would be relevant to school boards, teacher
educators, researchers, and professional development providers wishing to improve teachers’ use
of representations, via enhanced beliefs, and knowledge. | en_US |
