Preservice teachers' geometry learning narratives took two forms (as a learner and as a beginning teacher) and yielded three themes about geometry learning¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Narrative analysis of three participants' interviews produced stories as a learner and as a beginning teacher; thematic analysis yielded history of learning geometry, perceptions about geometry, and effective geometry instructional practices. → Fatma Aslan-Tutak and Thomasenia Lott Adams 2015

Evidence¶

Fatma Aslan-Tutak and Thomasenia Lott Adams 2015¶

Fatma Aslan-Tutak and Thomasenia Lott Adams. (2015). A Study of Geometry Content Knowledge of Elementary Preservice Teachers. International Electronic Journal of Elementary Education, 7(3), 301-318. https://eric.ed.gov/?id=EJ1068059

q1 · i? · qualitative · r2

Qualitative phase with three volunteered preservice teachers: semi-structured narrative interviews (45-60 minutes) analyzed via Labov's narrative structure and thematic analysis; this is a small qualitative case study, so no effect size applies.

"The findings of narrative analysis indicated two main kinds of stories: as a learner and as a beginning teacher. The thematic analysis findings yield to three themes: history of lea rning geometry, perceptions about geometry, effective geometry instructional practices."

Discussion¶

Related Claims¶

• Preservice elementary teachers reported limited and distorted perceptions of geometry, exemplified by 2-D-only examples and an algebra-dominated view of mathematics — related