NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1068059
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1307-9298
A Study of Geometry Content Knowledge of Elementary Preservice Teachers
Aslan-Tutak, Fatma; Adams, Thomasenia Lott
International Electronic Journal of Elementary Education, v7 n3 p301-318 2015
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.
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Office of Educational Research and Improvement (ED)
Authoring Institution: N/A
Grant or Contract Numbers: REC-9979873|REC-0207649|EHR-0233456|EHR 0335411|R308A960003