This study aims to identify features of knowledge about teaching early algebra that preservice teachers have, and to suggest what preservice teacher education needs to improve teachers’ knowledge for teaching early algebra. We measured the knowledge of 109 preservice teachers using the assessment of mathematical knowledge for teaching elementary students as part of the measures of effective teaching project, and conducted in-depth interviews with 18 of them. We report the findings from the interviews in terms of big ideas of algebra. Based on the results, we discuss teacher education programs with regard to the connections between the mathematical content, operation laws as the strand of algebraic thinking, and mathematical and didactical decisions from the teacher’s perspective.
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