The aim of this study is to reveal the subject matter knowledge of prospective primary school teachers on geometry. In accordance with the aim of this study, we have worked with 135 prospective primary school teachers still studying at a state university in Turkey. One of the qualitative methods referred to as case study was used in the design of the study. The interview forms consisting of open-ended questions were used as a data collection tool, with the purpose of measuring subject matter knowledge of prospective primary school teachers on geometry. The forms were developed by the researcher to represent the entire geometry learning process including all grade levels at the primary school. The data obtained through the study were analyzed using content analysis and the findings were presented both descriptively and in detail. As a result of the analysis, the data acquired from the prospective teachers were grouped under four different themes referred to as definition, concept, explanation and drawing. It is found that they are negligent in terms of making definitions and the definitions are made by using inappropriate concepts and that they are above the intermediate level on establishing relationship and making distinction between the concepts or on explaining the concepts however they perform better in drawing compared to other fields.
Prospective primary school teachers, primary education, professional development, subject matter knowledge, geometry.