Abstract
This study investigated geometry knowledge of inservice primary school teachers through considering their content and pedagogical content knowledge with a descriptive and qualitative approach. The participants of the study were 23 primary school teachers who work in public schools with a teaching experience ranges from 6 months to 30 years. The teachers attended to study voluntarily in a teacher training seminar conducted by the researchers and they completed a test which includes open-ended questions. This study summarized here is a part of a design study which aimed to design that seminar in order to develop primary school teachers in terms of mathematics teaching. Collected data were analysed through qualitative data analysis with a holistic approach and discussed. The findings of the study were discussed based on three geometric concepts focused here: quadrilaterals, angle measurement and transformation geometry. On the whole, content knowledge (CK) of the primary school teachers could be claimed as weak and their pedagogical content knowledge could be claimed relatively less than their (CK) because their PCK was related with their CK as it was concluded. Hence, primary school teachers should be offered different teacher training sessions in order to improve their CK and PCK with different learning opportunities for their students.
Highlights
Students are typically exposed to fundamental mathematical concepts for the first time during their primary level of education
The intention of our study is to describe the Content knowledge (CK) and pedagogical content knowledge (PCK) needs of in-service primary teachers in order to teach geometry, contributing to a gap in the literature on in-service primary teachers
The presentation of the findings is organized in three sections that correspond to the data analysis: quadrilaterals, angle measurement and transformation geometry
Summary
Students are typically exposed to fundamental mathematical concepts for the first time during their primary level of education. The learning opportunities of students are directly related to the knowledge of their teachers, including primary school teachers. There are studies on the knowledge needed to teach geometry, many of them include pre-service primary teachers or they define the primary level of education as the first eight years of learning and include a broad range of K-8 (Browning et al, 2014). The shortcomings of these studies have led us to focus on the CK and PCK of in-service primary school teachers in teaching geometry.
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