Investigation of Pre-Service Mathematics Teachers’ Geometry Content Knowledge in terms of Error Approach

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An important component of both pedagogical and mathematics content knowledge adequacy is able to detect the errors. In this study, pre-service mathematics teachers’ geometric content knowledge has been put forward in terms of their approaches to errors. In the accordance with this purpose, a test included two different type of question that consisted of four open-ended questions was carried out. In this test, the statements of two of questions were written incorrectly and the pre-service mathematics teachers were expected to find out the errors in the statements. The rest two questions were written correctly but solved incorrectly and the pre-service mathematics teachers were expected to find out the errors in the solutions. All of the open-ended test questions has been formed that those is required to triangle inequality in Euclidean geometry. This study carried out on 34 pre-service mathematics teachers in a state university. The responses to the questions showed that preservice mathematics teachers had difficulties in interrogating the reasons underlying the errors made in answering the questions.

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Pre , service mathematics teachers , geometry content knowledge , subject , matter knowledge , pedagogical content knowledge , error approach

Journal Of Kazim Karabekir Education Faculty

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Journal Of Kazim Karabekir Education Faculty