Abstract
The geometry content knowledge of Grade 7 teachers (n =18) and prospective teachers (n =100) was investigated, using the Van Hiele theory and acquisition scales of Gutierrez, Jaime and Fortuny. Results indicated that both teacher and prospective teacher populations failed to reach the level of geometric thinking and degree of acquisition expected from successful teachers. The impact of teaching experience and different pre-service time frames (3 years vs 4 years) on the level of geometrical thought was also investigated. The conclusion was that teachers and prospective teachers do not have adequate control of the Grade 7 geometry subject-matter they have to teach. This holds implications both for pre-service and in-service teacher education as well as classroom practice. South African Journal of Education Vol.23(3) 2003: 199-205
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