Enhancing mathematics teachers' pedagogical content knowledge for teaching algebra word problems : a community of practice approach

The primary aim of this study was to investigate the potential of a Community of Practice (CoP) approach in enhancing the Pedagogical Content Knowledge (PCK) of mathematics teachers for teaching algebra word problems in Ghana. The study explored the efficacy of collaborative learning, the dynamics of knowledge exchange within a CoP, and the impact of the CoP approach on teachers’ PCK regarding algebra word problems. Algebra word problems present unique challenges for both students and teachers, requiring a profound understanding of mathematical concepts and the ability to communicate and scaffold problem-solving strategies effectively.
Utilising a qualitative research approach, this study was guided by a CoP framework, which shaped the overall design and structure of the research. The CoP framework served as both a theoretical lens and a practical structure, focusing on the collective learning and knowledge-sharing processes that occur when a group of teachers collaborates to improve their teaching practices.
Data were collected through an algebra word problem diagnostic questionnaire, pre and post semi-structured interviews, field notes taken through observations, artefacts generated during CoP meetings, and personal narrative templates. The data underwent both deductive and inductive thematic analysis. Deductive analysis for the diagnostic questionnaire was informed by the Chick and Beswick (2018) PCK framework, while Wenger’s value creation framework (Wenger et al., 2011) informed the analysis of the interviews and personal narrative templates.
Findings revealed that teachers experienced immediate, potential, applied, and realised values through their participation in a collaborative and supportive CoP environment, which facilitated the development of their PCK for teaching algebra word problems. The teachers demonstrated improved capabilities in identifying common student misconceptions and noted beneficial effects from the interventions used to address these issues. The use of tangible teaching resources, such as bar models and algebra tiles, emerged as a key strategy, enabling teachers to bridge the gap between theoretical knowledge and practical application. Additionally, the teachers recognised the CoP’s positive influence on their PCK, perceiving realised value in their participation.
The findings indicate that participation in a CoP enhanced teachers’ content knowledge and their ability to implement effective instructional strategies for teaching algebra word problems. Additionally, the CoP fostered a supportive community, enabling teachers to collaboratively address challenges, share successful strategies, and refine their teaching practices. As such, this research contributes to the literature on teacher professional development and mathematics education by providing empirical evidence of the benefits of a CoP approach in enhancing PCK for teaching algebra word problems. Furthermore, the findings contribute to pedagogy development efforts by underscoring the importance of integrating and incorporating the use of visual representations such as bar models and algebra tiles into algebra instruction, aiming to foster an understanding of abstract mathematical concepts. The study’s insights have implications for curriculum development and educational policy, advocating for collaborative professional development models to enhance teaching effectiveness and student learning in mathematics.