Mathematics teachers’ use of mathematical knowledge in designing lessons on systems of linear equations
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The purpose of this study was to explore what teachers’ knowledge is used when they design instructions and plan lessons on a unit of systems of linear equations. All the participating teachers had taught mathematics for at least 4 years, including a year of teaching algebra. Participants were recruited from public schools in the Southeastern United States. By using a sequencing activity and a semi-structured interview, I examined what subdomains of pedagogical content knowledge (PCK) were used and what knowledge was used within each subdomain. All four participant teachers considered all the subdomains of PCK when they designed lessons on a unit of systems of linear equations. They also considered other types of knowledge, such as level of students and time frame, that could not be categorized into the subdomains. All four participant teachers started with a graphing method for teaching systems of linear equations, but only one teacher proposed to teach elimination prior to substitution. The results of this study allow teacher educators to proceed from a more informed use of teachers’ knowledge in designing and facilitating teacher education programs and professional development.