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Using the domains of the Mathematical Knowledge for Teaching (MKT) model and a descriptive qualitative content analysis approach, the study finds limited knowledge in how preservice teachers describe the mathematical tasks they propose. It concludes that training experiences are needed to improve acquisition of mathematical knowledge.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematical-knowledge-of-pre-service-early-childhood-and-primary-education-teachers-an-approach-based-on-the-design-of-tasks-involving-patterns-abstract/594087/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematical-knowledge-of-pre-service-early-childhood-and-primary-education-teachers-an-approach-based-on-the-design-of-tasks-involving-patterns-abstract/594087.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of this study?","Question",{"text":112,"@type":113},"The study examines the mathematical knowledge that 40 preservice Early Childhood and Primary Education teachers show when designing pattern-based mathematical tasks in early algebra contexts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which framework and method does the study use?",{"text":117,"@type":113},"It uses the Mathematical Knowledge for Teaching (MKT) model and a descriptive qualitative approach relying on content analysis to evaluate preservice teachers’ task design descriptions.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results indicate about preservice teachers’ knowledge?",{"text":121,"@type":113},"The results show that preservice teachers demonstrate little mathematical knowledge in describing the mathematical tasks they pose, addressing only partial aspects of relevant MKT subdomains.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594087,1792189597,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 8 | Article 4 |\n| --- | --- |\n| 2022\u003Cbr>Mathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers: an Approach Based on the Design of Tasks Involving Patterns\u003Cbr>Nataly Pincheira University of Girona\u003Cbr>Ángel Alsina\u003Cbr>University of Girona\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte) |  |\n\nRecommended Citation  \nPincheira, N., & Alsina, Á . (2022) . Mathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers: an Approach Based on the Design of Tasks Involving Patterns. Australian Journal of Teacher Education, 47(8) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n8.4](http://dx.doi.org/10.14221/ajte.2022v47n8.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss8/4](https://ro.ecu.edu.au/ajte/vol47/iss8/4)  \nMathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers: An Approach Based on the Design of Tasks  \nInvolving Patterns  \nNataly Pincheira  \nÁngel Alsina  \nUniversity of Girona, Spain  \nAbstract This study analyzes the mathematical knowledge of 40 preservice Chilean Early Childhood and Primary Education teachers when designing mathematical tasks on patterns, in the context of teaching early algebra. Based on the domains ofthe Mathematical Knowledge for Teaching (MKT) model, we have adopted a descriptive qualitative methodological approach that relies on the content analysis technique. The results show that pre-service teachers exhibit little mathematical knowledge in the description ofthe mathematical tasks they pose, addressing partial aspects of the subdomains of  \nspecialized content knowledge and knowledge of content and teaching. We conclude that training experiences should be given that allow students to further their acquisition of mathematical knowledge in order to achieve effective learning of the contents that early algebra promotes, such as patterns, in Early Childhood and Primary Education classrooms.  \nKeywords: Mathematical knowledge for teaching, design of tasks, early algebra, patterns, pre-service teachers, Early Childhood Education, Primary Education.  \nIntroduction  \nIn recent decades, early algebra has emerged as a proposal for curricular improvement, the goal being to promote the development of algebraic thinking from the initial years of schooling (Cai & Knuth, 2011; Carpenter et al., 2003; Kaput, 2000) . This approach seeks to “algebrize” the curriculum in order to integrate algebraic thinking through all phases of schooling and facilitate a better understanding of mathematics (Kaput, 2000) .  \nEarly algebra has led to a growing transformation in terms of curricular adjustments, both for Early Childhood (ages 3 to 6) and Primary (ages 6 to 12) education. As a result, contemporary curricula (e.g., Australian Curriculum, Assessment and Reporting Authority [ACARA], 2015; Ministry of Education [MINEDUC], 2012; 2018; Ministry of Education, Republic of Singapore, 2012; 2013; National Council of Teachers of Mathematics [NCTM], 2000) have explicitly incorporated algebraic knowledge into their study plans from an early age (Pincheira & Alsina, 2021a) .  \nThis knowledge includes a study of patterns as a driver of early algebraic thinking, since it contributes to the development of mathematical representation and abstraction (Papic, 2015). Likewise, an early development of patterns and an understanding of their structure facilitate mathematical performance and provide an essential basis for promoting the process of generalization (Mulligan & Mitchelmore, 2009) .  \nThis scenario of curricular changes and integration poses a real challenge for teachers in the early educational stages, and prompts them to build a solid base for understanding and dealing with experiences involving ea","cbCaijjFJ70mgxZG","https://ap.wps.com/l/cbCaijjFJ70mgxZG","pdf",376148,21,"English","# Introduction\n## Background of early algebra and pattern-based learning\n## Teachers’ knowledge and task design in mathematics education","[{\"question\":\"What is the focus of this study?\",\"answer\":\"The study examines the mathematical knowledge that 40 preservice Early Childhood and Primary Education teachers show when designing pattern-based mathematical tasks in early algebra contexts.\"},{\"question\":\"Which framework and method does the study use?\",\"answer\":\"It uses the Mathematical Knowledge for Teaching (MKT) model and a descriptive qualitative approach relying on content analysis to evaluate preservice teachers’ task design descriptions.\"},{\"question\":\"What do the results indicate about preservice teachers’ knowledge?\",\"answer\":\"The results show that preservice teachers demonstrate little mathematical knowledge in describing the mathematical tasks they pose, addressing only partial aspects of relevant MKT subdomains.\"}]","Mathematical Knowledge of Pre-Service Early Childhood and Primary Education Teachers - an Approach Based on the Design of Tasks Involving Patterns - Abstract | PDF",1792078508,53]