Pre-service primary teachers’ geometric thinking: Is pre-tertiary mathematics education building sufficiently strong foundations? (Pre-published version)

Abstract

Teacher knowledge is a critical focus of educational research in light of the potential impact of teacher knowledge on student learning. The dearth of research exploring entry-level pre-service teachers’ geometric knowledge poses an onerous challenge for mathematics educators in initial teacher education (ITE) when designing experiences that develop pre-service teachers’ geometric knowledge to support the task of teaching. This study examines the geometric thinking levels of entry-level Irish pre-service primary teachers (n=381). Participants’ geometric thinking levels were determined through a multiple-choice geometry test (van Hiele Geometry Test (VHGT)) prior to commencing a Geometry course within their ITE programme. The findings reveal limited geometric thinking among half of the cohort and question the extent to which pre-tertiary experiences develop appropriate foundations to facilitate a smooth transition into ITE mathematics programmes. The study also examines the nature of misconceptions among those with limited geometric thinking and presents suggestions for appropriate ITE response.