Assessing the readiness of pre-service mathematics teachers to learn Euclidean geometry
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Resumo
The introduction of the four year Bachelor of education mathematics curriculum in 2018 in the Ghanaian colleges of education brought back Euclidean geometry with its formal proof. It also implied that all learners needed to perform at level 4 (Deduction: with formal proof) of the van Hiele levels in Euclidean geometry in all grades in the CoE. This study reports on the assessment of the readiness of pre-service teachers’ [PTs] to learn Euclidean geometry in Ghana based on the van Hiele model of geometrical thinking levels. Data for this study were generated from 302 PTs in a CoE in the volta region of Ghana selected through convenience sampling. The study made use of both quantitative and qualitative research techniques for data collection. The quantitative data revealed that a significant proportion of PTs demonstrated basic geometrical thinking, with a predominant presence at Level 1(Visualization) and Level 2(Analysis). Qualitative insights underscore a reliance on visual properties and informal language in identifying geometric figures. Among PTs, a moderate level of readiness was observed. The study suggests a need for targeted instructional interventions to enhance formal understanding of geometric figures among PTs and reinforces the importance of geometric terminology for improved readiness among PTs’. Acknowledging limitations and proposing future research directions, this study contributes valuable insights for geometry education in teacher preparation programs.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Didactical Studies
- Ano
- 2024 (2024-03-21)
- Idioma
- en
- Palavras-chave
- pre-service mathematics teachers; Euclidean geometry; Van Hiele levels of geometric thinking; formal proof; geometry teaching; teacher education curriculum; geometric terminology; Ghana
- Temas
- Avaliação, Currículo, Formação de Professores de Matemática, Geometria
- DOI
- 10.33902/ijods.202424863
- ISSN
- 2718-0409
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
AKOSAH, Ernest Frimpong et al.. Assessing the readiness of pre-service mathematics teachers to learn Euclidean geometry. International Journal of Didactical Studies, 2024. DOI: https://doi.org/10.33902/ijods.202424863.
APA
Akosah, E. F., Boateng, F. O., Arhin, J., & Obeng, B. A. (2024). Assessing the readiness of pre-service mathematics teachers to learn Euclidean geometry. International Journal of Didactical Studies. https://doi.org/10.33902/ijods.202424863
BibTeX
@article{akosah2024,
author = {Akosah, Ernest Frimpong and Boateng, Francis Ohene and Arhin, Jacob and Obeng, Benjamin Adu},
title = {Assessing the readiness of pre-service mathematics teachers to learn Euclidean geometry},
year = {2024},
journal = {International Journal of Didactical Studies},
doi = {10.33902/ijods.202424863},
language = {en}
}RIS
TY - JOUR AU - Akosah, Ernest Frimpong AU - Boateng, Francis Ohene AU - Arhin, Jacob AU - Obeng, Benjamin Adu TI - Assessing the readiness of pre-service mathematics teachers to learn Euclidean geometry PY - 2024 JO - International Journal of Didactical Studies DO - 10.33902/ijods.202424863 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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