“…In the same way, the National Mathematics Advisory Panel (2008) states that teachers must know both the mathematical content that they are teaching and how this content is related to previous and future topics. Although the mathematical knowledge in teaching on different topics has been the subject of an increasing amount of research (Ball, 1990;Enochs & Gabel, 1984;Even, 1993;Even & Tirosh, 1995;Huang & Kulm, 2012;Isiksal, 2006;Roche & Clarke, 2012;Tekin-Sitrava, 2014), little research on area measurement has been conducted in Turkey and other countries (Baturo & Nason, 1996;Menon, 1998;Murphy, 2010;Simon & Blume, 1994;Tierney, Boyd, & Davis, 1990). In addition, when these studies were examined in detail, it was seen that they were conducted with pre-service teachers.…”