Content knowledge of undergraduate students in solving the algebra’s problem

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Descriptive qualitative study evaluates content knowledge in algebra among students, indicating teaching improvements.

Varied levels of content knowledge were found among undergraduate mathematics education students, affecting algebra problem solving.
Procedural fluency was observed in some students, but others struggled with applying concepts flexibly and logically.
Data analysis utilized the Direct Translation Approach and the Meaning-Based Approach to assess understanding effectively.
Instructional strategies integrating symbols and context are critical for enhancing future teachers' algebraic problem-solving abilities.

Bani et al. (2025) studied this question.

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