Exploring Pre-Service Teachers' Knowledge and Perceptions of Euclidean Geometry Concepts

Abstract

The purpose of the study was to explore pre-service teachers' knowledge and perceptions towards Euclidean Geometry concepts. A questionnaire was used to gather information from 125 pre-service teachers in Ghana's Volta Region using a quantitative approach within a positivist paradigm. Descriptive statistics were used in the analyses after the data were coded and entered into the Statistical Package for Service Solutions (SPSS) version 20. The results showed that the participants' knowledge levels varied, with some demonstrating a solid understanding and others showing misconceptions and gaps. The study also identified specific conceptual difficulties, such as comprehending criteria for triangle congruence and identifying corresponding parts of congruent triangles that pre-service teachers encounter in Euclidean Geometry. Furthermore, the study explored pre-service teachers' perspectives on Euclidean Geometry, highlighting their opinions on the subject’s difficulty, interest, relevance, and problems. The result highlights the importance of targeted instructional interventions and curriculum development in addressing these knowledge gaps and misconceptions. The recommendations include incorporating targeted instruction, interactive strategies, and technology integration in teacher education programs to improve pre-service teachers' understanding and pedagogical skills in Euclidean Geometry.

Keywords:Pre-service teachers, Euclidean Geometry, knowledge, perceptions, conceptual difficulties, APOS theory

DOI: 10.7176/JEP/14-18-03

Publication date:June 30^th 2023