Students understand and can evaluate perspectives regarding what constitutes algebra, theories of how students form generalizations and abstractions, common difficulties in the learning of algebra, historical trends in the teaching of algebra, equity issues related to algebra teaching and learning, and current instructional, curricular, and policy recommendations of leaders in mathematics education regarding the teaching of school algebra.

Students can apply principles of quality research to analyze and critique research on the teaching and learning of algebra, and understand the affordances and constraints of research paradigms and methodologies in this body of research.

Students understand central concepts, tools of inquiry, mathematical structures, core representations, canonical examples, and alternative algorithms germane to teaching school algebra.

Students understand how to analyze topics from school algebra in the context of the literature on studentsâ?? algebraic thinking and meaningfully apply research on the teaching and learning of algebra in their instruction.

Students recognize the key role that algebra plays in the learning of secondary school mathematics and the valuable insights provided by the literature on the teaching and learning of algebra, and feel a desire to continually seek opportunities to improve their own teaching of algebra, keep abreast of advances and developments in the field regarding the teaching and learning of algebra, and promote better algebra teaching in schools.

Students strive to follow the example of Jesus Christ in both their personal and professional lives, seek consistency between their understanding of the restored gospel of Jesus Christ and principles of mathematics teaching and learning studied in this course, and use this enriched understanding of teaching and learning to nurture the divine potential of all in their spheres of influence.