Despite the significance of incorporating technology into geometry instruction, many teachers still find it difficult to teach geometry using technology. This study employed a techno- pedagogical content knowledge (TPACK) survey of 70 pre-service mathematics teachers (29 males, 41 females) from a public university. The goal was to determine which…

Effects of spaced, repeated retrieval practice and test-potentiated learning on mathematical knowledge and reasoning in an authentic educational setting are investigated in the study. Research participants were a cohort of second-year pre-service mathematics teachers. A revised taxonomy table was utilized to measure the knowledge and reasoning…

This study investigated the geometry knowledge of in-service primary school teachers through measuring both their content knowledge (CK) and pedagogical content knowledge (PCK) using a descriptive and qualitative approach. The participants of the study were 23 primary school teachers who work in public schools with teaching experience that ranges…

Some goals of mathematics teacher education include ensuring that pre-service teachers (PSTs) have strong content knowledge, the skill to anticipate and interpret student thinking, the ability to plan how to respond, and the ability to critically select resources for instruction. These goals are especially challenging for the topic of geometric…

The purpose of this research is to determine the knowledge, perceptions and misconceptions of pre-service primary school teachers about geometric objects through mind maps. For this purpose, the research was designed with a case study, one of the qualitative research methods. The study group of the research consists of 52 pre-service primary…

Objectives: This study aims to investigate the feasibility and efficacy of competency-based course (Conceptual Geometry). In addition, this paper presents the procedures of developing competency-based course which include mapping out competencies of the course, developing a set of assessment instruments (e.g., diagonal, pre-and post-unit…

Mathematics curricula are often the primary resource used in the teaching and learning of mathematics--in particular, they represent mathematical knowledge for teachers and students. Yet, there seems to be a discrepancy between the curricular materials written for teachers and students (e.g., more variety in the semiotic choices in text provided…

In a Swedish second semester course on Euclidean and non-Euclidean geometry in mathematics education at Karlstad University, a bridging teaching strategy comprising elements from Mathematics, Didactics, History, Literature, and Technology was applied by using the concept of Narrative Didactics and Digital Interactive Mathematical Maps developed by…

In our research, we focused on the design of assessment instruments for measuring teachers' mathematical knowledge for teaching geometry. Since 1987 when Lee Shulman conceptualized pedagogical content knowledge, different research groups have expanded on this construct and developed their own measurement instruments. The strengths and limitations…

In this paper we probe prospective mathematics teachers' thinking as displayed in their solutions to a geometry content knowledge-based task. Geometry content knowledge is examined in terms of connections made by these prospective teachers between the geometric configurations and the geometric principles established through visualization and…

Although Ball and her colleagues provided empirical evidence to support the existence of the six subdomains in mathematical knowledge for teaching (MKT) and further explained or defined the majority of these sub-domains, there were few explanations of what horizon content knowledge (HCK) embedded in MKT meant and they merely provided ideas about…

Geometry and culture are interrelated, making school geometry closely connected to the environment as well as culture in which it is taught. With regard to this connectedness, the Zimbabwean mathematics syllabus indicates that geometry should be connected to the learners' environment and culture. This article explores teacher-related challenges to…

This qualitative case study investigated teachers' Technological Pedagogical Content Knowledge (TPACK) for teaching high school geometry in Turkey. Four TPACK components and their corresponding five TPACK level descriptions were used for examining three geometry teachers' TPACK through their technological instructional plans, microteaching…

The study investigates the mathematical and the pedagogical content knowledge among in-service and pre-service first- and second-grade mathematics teachers. The sample of 300 subjects consisted of 150 first- and second-grade in-service teachers and 150 pre-service teachers studying in a college of education, 75 of whom were first-year students and…

This study aimed to document pre-service elementary teachers' (PSTs'), who are going to teach K-5, ability to construct as well as evaluate justifications varied in terms of levels of sophistication. Additionally, this study aimed to investigate how PSTs' knowledge of content in which they were being asked to prove influenced their ability to…