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

Claim · All claims
Evidence · 1 study · qualitative r2 · q1
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change

Subclaims¶

q1 i? Participants gave only 2-D shapes as geometry examples, omitted transformations, and perceived mathematics as algebraic topics, reflecting limited K-12 geometry experiences. → 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

Thematic analysis of interview data from the three participants found their "limited experiences with geometry resulted in distorted perception of geometry"; all reported only one high school geometry course and dissatisfaction with it.

"Indeed, the participants gave only 2-D shapes rather than 3 -D shapes as examples. For example Christiana thought 3 -D geometry as an advanced topic. Some other important topics of geometry such as transformation were not mentioned by any of the participants."

Discussion¶

Related Claims¶

• Preservice teachers' geometry learning narratives took two forms (as a learner and as a beginning teacher) and yielded three themes about geometry learning — related
• Students in a model-designed flipped algebra course showed significant pre-to-post gains in mature views of mathematics — related
• A preservice teacher's self-perceived confidence and success with traditional mathematics inhibited reinterpreting his understanding of mathematics — related