Pre-service Teachers’ Secondary School Experiences in Learning Geometry and their Confidence to Teach it
Fidèle Niyukuri 1 * , Joachim Nzotungicimpaye 2 3, Claudien Ntahomvukiye 2
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1 African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), RWANDA2 University of Rwanda, College of Education, RWANDA3 University of Burundi, BURUNDI* Corresponding Author


This paper presents the findings of a convergent parallel mixed methods research that was carried out to explore the views of student-teachers on how geometry was taught and the confidence of those student-teachers in teaching geometry to secondary school learners when they will become professionally qualified. Respondents were randomly selected from two Colleges of Education in Burundi. Although the study was predominantly quantitative, some qualitative data were also collected to gain deeper insights into the prevailing situation. Ninety-seven pre-service teachers of Mathematics from the said institutions completed the questionnaire whose items were closed-ended except for one that was open-ended. Results show that the teacher-centered approach had dominated geometry classes in their respective secondary schools. Nevertheless, student-teachers exhibited higher confidence in teaching geometry. These findings provide evidence on the need for teacher education programs to consider embedding instructional and assessment approaches designed for specific branches of mathematics.


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, 2020, Volume 16, Issue 8, Article No: em1871

Publication date: 10 Jun 2020

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Article Downloads: 1629

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