Huang Rong Jin , Li Ye Ping , Kulm Gerald , Willson Victor
DOI: JANT Vol.18(No.2) 129-148, 2014
In this study, we examined the relationships among years of teaching experience, professional rank, number of courses taken, and knowledge of algebra for teaching (KAT). 338in-service and 376 pre-service secondary mathematics teachers in China completed a KAT questionnaire. Various statistical techniques were employed to examine these relationships. The pre-service participantsteachers performed statistically significantly higher in advanced mathematics knowledge than in-service counterparts. For the in-service teachers, senior teachers had more strong knowledge in school mathematics and teaching mathematics, compared with junior teachers. Yetparticipants’ advanced mathematics knowledge decreased as their professional rank advanced or their teaching experience increased. The number of courses taken is significantly correlated with school mathematics knowledge and advanced mathematics knowledge, but not with teaching mathematics knowledge. The implications of these findings for mathematics teacher education are discussed.