Preservice teachers’ perceptions on the role of the geometric working spaces model in learning and teaching geometry
Résumé
This study was conducted as a part of a project, where a teaching geometry course offered at a public university was designed based on the Geometric Working Spaces model. This course aimed to improve preservice teachers’ content and pedagogical content knowledge related to geometry. 18 preservice mathematics teachers attended the course. The model was introduced to preservice teachers. At the end of the course, preservice teachers were asked to report if the model had any impact on them as a learner and as a teacher candidate, and whether they would use it in their own teaching practice. Participants’ written responses to these questions were analysed. Findings revealed that preservice teachers found the model useful both for learning and teaching geometry. The model was claimed to be instrumental for conceptual understanding of geometry and designing lesson plans and course materials.
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