This study analyzes the contribution of a teaching experiment for the development of
prospective primary teachers regarding knowledge of algebra and of algebra teaching
as well as their professional identity. The case study of a prospective teachersuggests
that an exploratory approach combining content and pedagogy supports this
development, especially in the need to propose challenging tasks, to provide
opportunity for students’ autonomous work and collective discussions and to be attentive to children’s representations and strategies in order to promote algebraic
thinking
