Exploring The Relationship Between Algebra Content Knowledge And Mathematical Ability Among Pre-Service Elementary School Teachers
DOI:
https://doi.org/10.32806/islamentary.v4i2.2569Keywords:
Algebra, Mathematical Ability, Pre-Service Elementary Teachers, Teacher KnowledgeAbstract
This study investigates the relationship between algebra content knowledge and mathematical ability among pre-service elementary school teachers (PSETs). The study was motivated by the importance of strengthening prospective teachers’ algebra knowledge as a foundation for developing effective mathematics teaching. A quantitative correlational design was employed with 46 first-semester PSETs in an Elementary Education program at a university in Ngawi, Indonesia. Data were collected using a mathematical ability diagnostic test and an algebra content knowledge test. Both instruments were validated by three mathematics education experts and demonstrated high empirical validity and reliability. Data were analyzed using normality, heteroscedasticity, and linearity tests, followed by simple linear regression. The results showed that the data met the required assumptions for regression analysis. A significant relationship was found between algebra content knowledge and mathematical ability (p = 0.001 < 0.05), with the regression equation Y = 38.158 + 0.044 X. The findings indicate that higher algebra content knowledge was associated with higher mathematical ability among PSETs. These results highlight the importance of strengthening algebra content knowledge in elementary teacher education and provide practical implications for designing learning experiences that develop prospective teachers’ conceptual understanding and mathematical competence in algebra
References
Akbar, R. O., & Misri, M. A. (2026). Assessing Mathematics Pre-Service Teachers ’ Content Knowledge and Pedagogical Content Knowledge through a Diagnostic Computer-Based Test. Journal of Mathematics Instruction, Social Research and Opinion, 5(3), 2271–2285.
An, S., Kulm, G., & Wu, Z. (2004). The Pedagogical Content Knowledge of Middle School, Mathematics Teachers in China and the U.S. Journal of Mathematics Teacher Education, 7(2), 145–172. https://doi.org/10.1023/b:jmte.0000021943.35739.1c
Appova, A. (2019). Expert mathematics teacher educators’ purposes and practices for providing prospective teachers with opportunities to develop pedagogical content knowledge in content courses. Journal of Mathematics Teacher Education, 22(2), 179–204. https://doi.org/10.1007/s10857-017-9385-z
Arikunto, S. (2018). Research procedures: A practical approach. Rineka Cipta.
Ball, D., & Bass, H. (2003). Toward a practice-based theory of mathematical knowledge for teaching. Annual Meeting of the Canadian Mathematics Education Study Group, 3–14. http://eric.ed.gov/?id=ED529557
Ball, D. L., & Bass, H. . (2000). Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics. In J. Boaler (Ed.) Multiple Perspectives on the Teaching and Learning of Mathematics, 1(1), 83–104.
Ball, D. L., Thames, M. H., Phelps, G., & Ball, D. L. (2008). What Makes It Special ? https://doi.org/10.1177/0022487108324554
Beswick, K., & Goos, M. (2012). Measuring Pre-service Primary Teachers ’ Knowledge for Teaching Mathematics. Mathematics Teacher Education and Development, 14(2), 70–90.
Black, J. W. (2009). Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators Content Knowledge and Pedagogical Content Knowledge of Algebra Teachers and Changes in Both Types of Knowledge as a Result of Professional Development. 3(1). https://doi.org/10.20429/gamte.2009.030103
Çelik, D., & Güler, M. (2018). Examination of Pre-Service Elementary School Mathematics Teachers ’ Knowledge for Algebra Teaching *. 10(1), 129–149.
Chapman, O., Sullivan, P., Askew, M., Cheeseman, J., Clarke, D., & Mornane, A. (2015). Understanding and supporting mathematics teachers ’ knowledge for teaching. Journal of Mathematics Teacher Education, 1, 101–103. https://doi.org/10.1007/s10857-015-9298-7
Charalambous, C. Y., Hill, H. C., Chin, M. J., & Mcginn, D. (2019). Mathematical content knowledge and knowledge for teaching : exploring their distinguishability and contribution to student learning. In Journal of Mathematics Teacher Education (Issue 0123456789). Springer Netherlands. https://doi.org/10.1007/s10857-019-09443-2
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches (3rd ed.). SAGE Publications.
Darma, B. (2021). Research statistics using SPSS: Validity test, reliability test, simple linear regression, multiple linear regression, t-test, F-test, R². Guepedia.
Ekasari, L. A., Firdaus, F. M., & Pawestri, S. A. (2025). Analysis of the profile of basic mathematical skills and misconceptions of prospective elementary school teachers. Jurnal Penelitian Ilmu Pendidikan, 18(2), 133–144.
Ellerton, N. F., & Clements, M. A. K. (n.d.). Prospective Middle-School Mathematics Teachers ’ Knowledge of Equations and Inequalities. 379–380. https://doi.org/10.1007/978-3-642-17735-4
Ferri, R. B. (2026). Fostering education for sustainable development through mathematics education : A systematic review study. 22(3).
Gess-Newsome, J. (2013). Pedagogical content knowledge. In J. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp. 257–259). Routledge.
Guler, M., & Celik, D. (2021). The effect of an elective algebra teaching course on prospective mathematics teachers’ pedagogical content knowledge. International Electronic Journal of Mathematics …. https://www.iejme.com/article/the-effect-of-an-elective-algebra-teaching-course-on-prospective-mathematics-teachers-pedagogical-10902
Hanifah, U., Budayasa, I. K., & Sulaiman, R. (2024). TPACK competence of mathematics education students in designing constructivist learning. Perspectives of Science & Education, 2334(November 2023), 249–260. https://doi.org/10.32744/pse.2024.2.15
Hohensee, C. (2015). Preparing elementary pre-service teachers to teach early algebra: A conceptual replication study. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-015-9324-9
Johnson, E. M. S., & Larsen, S. P. (2012). The Journal of Mathematical Behavior Teacher listening : The role of knowledge of content and students. Journal of Mathematical Behavior, 31(1), 117–129. https://doi.org/10.1016/j.jmathb.2011.07.003
Ma, L. (2020). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States (20th anniversary ed.). Routledge
Mhuirí, S. N., & Twohill, A. (2025). Knowledge , disposition and the capacity for instruction : An optional mathematics course for preservice teachers. Journal of Mathematics Teacher Education, 28(6), 1487–1507. https://doi.org/10.1007/s10857-025-09710-5
Norton, S. (2019). The relationship between mathematical content knowledge and mathematical pedagogical content knowledge of prospective primary teachers. Journal of Mathematics Teacher Education, 22(5), 489–514. https://doi.org/10.1007/s10857-018-9401-y
Öztürk, N., Işıl, T., & Baykal, İ. (2025). Development of prospective elementary teachers ’ knowledge to teach early algebra through case discussions. https://doi.org/10.1007/s10857-024-09642-6
Purwanto. (2010). Evaluation of learning outcomes. Student Library.
Sam, L. N., Asiedu-Addo, S.K, & J, E. (2023). An Assessment Of Preservice Teachers’ Content Knowledge For Teaching Algebra: Evidence From Ghana’s Central Region. FNAS Journal of Mathematics and Science Education, 4(1), 6–11.
Sarabia, A. M., & Belecina, R. R. (2026). View of Pre-Service Teachers’ Mathematics Achievement and Content Competence in the K to 6 Basic Education Program.pdf (pp. 112–125).
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Profesorado, 23(3), 269–295. https://doi.org/10.30827/profesorado.v23i3.11230
Sugiyono. (2010). Statistics for research. Alfabeta.
Tatto, A., Teresa, M., Schwille, J., Senk, S., Lawrence, C., Peck, R., & Rowley, G. (2012). Policy, practice, and readiness to teach primary and secondary mathematics in 17 countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M) (pp. 1–297). International Association for the Evaluation of Educational Achievement (IEA).
Turan, E., & De Smedt, B. (2022). Mathematical language and mathematical abilities in preschool: A systematic literature review. Educational Research Review, 36, Article 100457. https://doi.org/10.1016/j.edurev.2022.100457
Turnuklu, E. B., & Yesildere, S. (2007). The Pedagogical Content Knowledge In Mathematics: Preservice Primary Mathematics Teachers’ Perspectives In Turkey. IUMPST: The Journal, 1(October), 1–13.
Wicaksono, A., Jupri, A., & Purniati, T. (2026). Extended Mathematical Connections among Pre- Service Mathematics Teachers : A Systematic Literature Review. Jurnal Pendidikan Matematika Dan Sains, 11(July), 269–284.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Blandina Seko Bani, Mikhael Klemens Kedang,, Siddik Romadhan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Licensing Terms
Journal of Islamic Elementary Education use attribution-NonCommercial ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License..
You are free to:
- Share — copy and redistribute the material in any medium or format.
- Adapt — remix, transform, and build upon the material.
Under the following terms:
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
