A study of geometry content knowledge of elementary preservice teachers

Fatma Aslan Tutak; Thomasenia Lott Adams

Vol. 7 No. 3 (2015) IEJEE

A study of geometry content knowledge of elementary preservice teachers

Fatma Aslan Tutak
Thomasenia Lott Adams

Published August 21, 2017 | Pages: 301-318 | Views: 1963

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Abstract

The purpose of this research is to examine preservice elementary school teachers’ geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of learning geometry, perceptions about geometry, effective geometry instructional practices. The findings informed the quantitative investigation on geometry content knowledge for the case of quadrilaterals. During the second phase of the study, 102 participants who enrolled in the methods course completed pre and post test of teachers’ geometry content knowledge. Treatment group participants (n=54) received series of activities (geometry activities and student work analysis) focusing on quadrilaterals, and control group participants (n=48) received traditional instruction. Repeated measures ANOVA results showed a significant change in treatment group participants’ geometry content knowledge. The mixed ANOVA results indicated a significant main effect of knowledge but no significant interaction between geometry content knowledge and grouping. Even though treatment group participants’ geometry content knowledge growth was significant, the difference between treatment group and control group participants’ growth in geometry content knowledge was not significant. This study informs mathematics teacher education in three important areas; limited knowledge of preservice teachers’ geometry content knowledge, integrating mathematics content and the context of teaching into methods course, and use of student work with preservice teachers.

<p>The purpose of this research is to examine preservice elementary school teachers’ geometry learning as investigated by both qualitative and quantitative methods. For the qualitative investigation, narrative analysis and thematic analysis methods were used. The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of learning geometry, perceptions about geometry, effective geometry instructional practices. The findings informed the quantitative investigation on geometry content knowledge for the case of quadrilaterals. During the second phase of the study, 102 participants who enrolled in the methods course completed pre and post test of teachers’ geometry content knowledge. Treatment group participants (n=54) received series of activities (geometry activities and student work analysis) focusing on quadrilaterals, and control group participants (n=48) received traditional instruction. Repeated measures ANOVA results showed a significant change in treatment group participants’ geometry content knowledge. The mixed ANOVA results indicated a significant main effect of knowledge but no significant interaction between geometry content knowledge and grouping. Even though treatment group participants’ geometry content knowledge growth was significant, the difference between treatment group and control group participants’ growth in geometry content knowledge was not significant. This study informs mathematics teacher education in three important areas; limited knowledge of preservice teachers’ geometry content knowledge, integrating mathematics content and the context of teaching into methods course, and use of student work with preservice teachers.</p>

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References

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Keywords

Teachers’ mathematics content knowledge, geometry, mathematical knowledge for teaching, elementary school preservice teachers

Affiliations

Fatma Aslan Tutak

Bogazici University, Turkey

Thomasenia Lott Adams

University of Florida, USA

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How to Cite

Aslan Tutak, F., & Adams, T. L. (2017). A study of geometry content knowledge of elementary preservice teachers. International Electronic Journal of Elementary Education, 7(3), 301–318. Retrieved from https://iejee.com/index.php/IEJEE/article/view/82