Examining the influence of van Hiele theory-based instructional activities on elementary preservice teachers’ geometry knowledge for teaching 2-D shapes

Minju Yi, Raymond Flores, Jian Wang

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Article number103038
JournalTeaching and Teacher Education
Volume91
DOIs
StatePublished - May 2020

Keywords

  • Elementary preservice teachers
  • Geometry
  • van Hiele theory

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