Definitions and Forms of Certain 2D Geometrical Shapes as Provided by Fourth Year Pre-service Primary School Teachers
Author :
Abstract
Geometry is one of the sub-fields of learning in mathematics. The mathematics curriculum of primary schools attaches great importance to the identification and naming of geometric shapes and objects, the categorization of geometric concepts, and the awareness and depiction of the characteristics of concepts. Applying a descriptive design, the present study seeks to understand how fourth year pre-service primary school teachers define geometric shapes, and how they draw such shapes on the basis of their conceptualization. A total of 88 fourth year pre-service teachers enrolled in the Primary School Teacher Training program of the Faculty of Education at a state university in eastern Turkey were included in the study. Pre-service teachers were issued a form asking for the definition and drawing of 12 concepts in geometry (angle, polygon, triangle, quadrilateral, trapezoid, parallelogram, rhombus, rectangle, square, deltoid, circle, and closed circular region). The results suggest that pre-service teachers experience difficulties in providing correct definitions and drawings. Moreover, an in-depth review of the definitions and drawings provided by the pre-service teachers with respect to geometric concepts reveals that they struggle more with providing correct definitions than with making drawings. Therefore, it can be recommended that activities be developed to improve pre-service teachers' content knowledge throughout the course of their university education.
Keywords
Abstract
Geometry is one of the sub-fields of learning in mathematics. The mathematics curriculum of primary schools attaches great importance to the identification and naming of geometric shapes and objects, the categorization of geometric concepts, and the awareness and depiction of the characteristics of concepts. Applying a descriptive design, the present study seeks to understand how fourth year pre-service primary school teachers define geometric shapes, and how they draw such shapes on the basis of their conceptualization. A total of 88 fourth year pre-service teachers enrolled in the Primary School Teacher Training program of the Faculty of Education at a state university in eastern Turkey were included in the study. Pre-service teachers were issued a form asking for the definition and drawing of 12 concepts in geometry (angle, polygon, triangle, quadrilateral, trapezoid, parallelogram, rhombus, rectangle, square, deltoid, circle, and closed circular region). The results suggest that pre-service teachers experience difficulties in providing correct definitions and drawings. Moreover, an in-depth review of the definitions and drawings provided by the pre-service teachers with respect to geometric concepts reveals that they struggle more with providing correct definitions than with making drawings. Therefore, it can be recommended that activities be developed to improve pre-service teachers' content knowledge throughout the course of their university education.
Keywords
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