Knowledge for teaching early algebra in primary education: Integral analysis from the MKT

Nataly Pincheira; Ángel Alsina

doi:10.29333/iejme/18554

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Nataly Pincheira ¹ ^* , Ángel Alsina ¹

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¹ University of Girona, SPAIN^* Corresponding Author

Abstract

The aim of this study is to conduct a full analysis of all domains of knowledge. involved in the teaching of algebra, from the perspective of the Mathematical Knowledge for Teaching model. To this end, a descriptive mixed-methods methodological approach was adopted, which involved the administration of the previously validated MKT-Early Algebra Questionnaire (6–12 y.o.) to a sample of 76 pre-service primary school teachers. This instrument consists of six open-ended items presenting different contextualised situations to identify the different subdomains of knowledge for teaching algebra. The main results show: a) In general, low knowledge for teaching early algebra; b) More specifically, Common Content Knowledge exhibits the highest scores, and Knowledge at the Mathematical Horizon the lowest. These overall findings are a starting point for the design of initial training programmes to help improve the knowledge gaps for teaching algebra in primary education.

Keywords

knowledge for teaching mathematics
MKT model
early algebra
pre-service teachers
primary education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 21, Issue 2, May 2026, Article No: em0881

https://doi.org/10.29333/iejme/18554

Publication date: 14 May 2026

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How to cite this article

APA

Pincheira, N., & Alsina, Á. (2026). Knowledge for teaching early algebra in primary education: Integral analysis from the MKT. International Electronic Journal of Mathematics Education, 21(2), em0881. https://doi.org/10.29333/iejme/18554

Vancouver

Pincheira N, Alsina Á. Knowledge for teaching early algebra in primary education: Integral analysis from the MKT. INT ELECT J MATH ED. 2026;21(2):em0881. https://doi.org/10.29333/iejme/18554

AMA

Pincheira N, Alsina Á. Knowledge for teaching early algebra in primary education: Integral analysis from the MKT. INT ELECT J MATH ED. 2026;21(2), em0881. https://doi.org/10.29333/iejme/18554

Chicago

Pincheira, Nataly, and Ángel Alsina. "Knowledge for teaching early algebra in primary education: Integral analysis from the MKT". International Electronic Journal of Mathematics Education 2026 21 no. 2 (2026): em0881. https://doi.org/10.29333/iejme/18554

Harvard

Pincheira, N., and Alsina, Á. (2026). Knowledge for teaching early algebra in primary education: Integral analysis from the MKT. International Electronic Journal of Mathematics Education, 21(2), em0881. https://doi.org/10.29333/iejme/18554

MLA

Pincheira, Nataly et al. "Knowledge for teaching early algebra in primary education: Integral analysis from the MKT". International Electronic Journal of Mathematics Education, vol. 21, no. 2, 2026, em0881. https://doi.org/10.29333/iejme/18554