"When a number moves across it changes its sign" - Teachers' conceptual understanding of algebra

Algebra has long been identified as an area of difficulty in the teaching and learning of mathematics. In Ireland such difficulties have traditionally been attributed to an over reliance on transformational-based activities when teaching the domain (Prendergast & O’Donoghue, 2014). These activities place a high emphasis on manipulating expressions and equations in a rote fashion, without a sound conceptual understanding of algebraic concepts. To addresses this issue a reformed algebra strand was introduced to all secondary schools in September 2011. In a shift from the transformational-based approach, the reformed strand followed the lead of several countries and advocated a functions-based approach to teaching the domain. This functions-based approach reflects inquiry methods through which students take responsibility when dealing with new problems, rather than rehearsing known procedures. However, a study by Prendergast and Treacy (2018) found that not all teachers had successfully adopted the functions-based approach in their own teaching. Through teacher interviews a number of reasons were offered into why the reformed strand had not been implemented as intended