Abstract
Teaching geometry at the elementary level is challenging. This study examines the impact of van Hiele theory-based instructional activities embedded into an elementary mathematics methods course on preservice teachers’ geometry knowledge for teaching. Pre- and post-assessment data from 111 elementary preservice teachers revealed that van Hiele theory-based instruction can be effective in improving three strands of participants’ geometry knowledge for teaching: geometry content knowledge, knowledge of students’ van Hiele levels, and knowledge of geometry instructional activities. As a result, this paper offers implications for teacher educators and policy makers to better prepare elementary preservice teachers with geometry knowledge for teaching.
Original language | English |
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Article number | 103038 |
Journal | Teaching and Teacher Education |
Volume | 91 |
DOIs | |
State | Published - May 2020 |
Keywords
- Elementary preservice teachers
- Geometry
- van Hiele theory