The Influence of van Hiele Theory–Based Interventions on Elementary Preservice Teachers' Geometry Knowledge for Teaching

• In Event: 56.080 - Roundtable Session 23
  In Roundtable Session: 56.080-9 - Linking Mathematics Content Knowledge to Preservice Teaching Practice

Abstract

Geometry is a difficult topic for elementary mathematics teaching. Helping preservice teachers to develop their knowledge for teaching geometry becomes a central task for their preparation programs. This study examines the impact of van Hiele theory-based interventions in a mathematics methods course on elementary pre-service teachers' knowledge of: geometry content, students’ levels of geometry understanding, and geometry instructional activities necessary for helping students learn geometry well. Drawing on pre and post assessment data, this study revealed that participants significantly improved their understanding of geometry content, knowledge of students’ geometry levels, and knowledge of geometry instructional activities. Results also found that their knowledge of geometry content and knowledge of students’ levels of understanding geometry predicted their understanding of geometry teaching activities.

Authors

• Minju Yi, Texas Tech University

• Raymond Flores, Texas Tech University

• Jian Wang, Texas Tech University

• Yuanhua Wang, Texas Tech University

• Xiaofang Zeng, Texas Tech University

• Shuang Zhang, Texas Tech University

• Jory Neff, Texas Tech University