Measuring pre-service elementary teachers’ geometry knowledge for teaching 2-dimensional shapes
Minju Yi 1 * , Jian Wang 1, Raymond Flores 1, Jaehoon Lee 1
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1 College of Education, Texas Tech University, Lubbock, TX, USA* Corresponding Author

Abstract

This paper reports our efforts to develop a measure of pre-service elementary teachers’ geometry knowledge for teaching 2-dimensional (2D) shapes and to evaluate the psychometric properties of this measure. Specifically, the GKT-2D scale was designed to assess pre-service elementary teachers’ geometry content knowledge, knowledge of geometry and students, knowledge of geometry and teaching in relation to 2D shapes, based on the van Hiele theory and mathematical knowledge for teaching framework. Using 307 pre-service elementary teachers’ responses on the instrument, we examined item- and scale-level reliability and hypothesized factor structure of the instrument. The results suggested that the GKT-2D scale is a reliable and valid measure of the three facets of pre-service elementary teachers’ geometry knowledge for teaching 2D shapes, with some limitations further addressed. This paper offers directions for future research in evaluating content-specific knowledge for teaching mathematics to unpack the complex relationship between teacher knowledge, teaching quality, and student learning.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 8, Article No: em2137

https://doi.org/10.29333/ejmste/12220

Publication date: 12 Jul 2022

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