How well elementary teachers identify parallelogram?

Abstract

This report summarises a study examining preservice elementary teachers' geometry content knowledge with a focus on parallelogram. It was a descriptive study examining 45 preservice teachers' reasoning in the process of determining which quadrilateral can be classified as a parallelogram. Findings have revealed that these elementary teachers do not possess sound understanding of parallelogram and class inclusion between parallelogram and trapezoid at the expected level.

The Investigation of Preservice Mathematics Teachers’ Knowledge about Quadrilaterals through Concept Map

“…Alanyazında dörtgenlere ilişkin farklı gruplarla hem yurt dışında hem de ülkemizde birçok araştırma yapılmıştır. Bu araştırmalar ilköğretim ve lise düzeyindeki öğrenciler, sınıf öğretmeni adayları (Duatepe-Paksu, İymen & Pakmak, 2012;Erşen ve Karakuş, 2013;Fujita & Jones, 2006a, 2006bFujita, 2012), matematik öğretmeni adayları (Bütüner ve Filiz, 2016;Pickreign, 2007;Türnüklü ve ark., 2013;Türnüklü 2014;Zaskis & Leikin, 2008) ve öğretmenler (Akkaş & Türnüklü, 2015;Bütüner & Filiz, 2017) ile gerçekleştirilmiştir. Araştırmalar hiyerarşik sınıflandırmayı (Aktaş ve Aktaş, 2012a;Akuysal, 2007;Bütüner ve Filiz, 2016;De Villiers, 1994;Erez & Yerushalmy, 2006;Erşen ve Karakuş, 2013;Fujita, 2008Fujita, , 2012Fujita & Jones, 2007;Monaghan, 2000;Okazaki & Fujita, 2007;Türnüklü, 2014), yamuğu (Doğan, Özkan, Çakır, Baysal ve Gün, 2012;Loc & Viet, 2017;Popovic, 2012), paralelkenarı (Aktaş ve Aktaş, 2012b;Duatepe-Paksu ve ark., 2012;Fujita & Jones, 2006b;Toumasis, 1995;Ulusoy ve Çakıroğlu, 2017), dikdörtgen, kare ve eşkenar dörtgeni (Duatepe-Paksu, 2017;Erez & Yerushalmy, 2006;Pickreign, 2007;Zaskis & Leikin, 2008), dörtgenlere ilişkin kavram imajlarını (Erşen ve Karakuş, 2013;Fujita & Jones,...…”

Exploring Turkish Mathematics Teachers’ Content Knowledge of Quadrilaterals

“…Similarly, Ndlovu (2014) reported that 14 of 16 preservice teachers could provide the correct definition of a rectangle and Erşen and Karakuş (2013) observed that 5 of 6 pre-service teachers could do so. Additionally, Duatepe-Paksu et al (2012) found that 10 (22%) of 45 pre-service teachers would erroneously define a rectangle while Brunheira and da Ponte (2015) reported that 22 (39%) of 57 pre-service teachers indicate an erroneous definition. In Turkey, Erdogan and Dur (2014) reported that 39% of 57 pre-service teachers could accurately define a rectangle and Güner and Gülten (2016) observed that only 18 (34%) of 50 pre-service teachers could do this.…”

“…Furthermore, while one teacher (3%) included the link between a trapezoid and rectangle in their knowledge map, the trapezoid-parallelogram relation was demonstrated by only 7 teachers (23%). Likewise, Duatepe-Paksu et al (2012) found that 10 (22%) of 45 pre-service teachers erroneously define a trapezoid whereas Ndlovu (2014) observed that 12 (75%) of 16 pre-service teachers could give the correct definition. Moreover, Güner and Gülten (2016) reported that 32 (64%) of 50 pre-service teachers accurately define a trapezoid.…”

“…Of this sample, 16 teachers (48%) determined the rhombus family, and the rhombus-square relation was seen by 17 teachers (55%). Likewise, Duatepe-Paksu et al (2012) reported that 10 (22%) of 45 pre-service teachers provide the erroneous definition of a rhombus whereas Ndlovu (2014) observed that 11 of 16 pre-service teachers accurately define a rhombus. In Turkey, Türnüklü, Gündoğdu Alaylı et al (2013) found that 14 (40%) of 36 preservice teachers provide the correct definition of a rhombus and Güner and Gülten (2016) indicated that 21 (42%) of 50 pre-service teachers give an accurate definition.…”

“…Additionally, 15 teachers (45%) determined the parallelogram family whereas the relations of a parallelogram-rectangle and parallelogram-rhombus were revealed by 26 teachers (84%) and 23 teachers (74%), respectively. Similarly, Erşen and Karakuş (2013) detected that 6 of 6 pre-service teachers could indicate the accurate definition of parallelogram while Duatepe-Paksu et al (2012) found that 37 (82%) of 45 pre-service teachers could correctly define it. In addition, Erdogan and Dur (2014) reported that 46 (81%) of 57 pre-service teachers could produce a correct definition of a parallelogram whilst Ndlovu (2014) found that 12 of 16 pre-service teachers could make an accurate definition.…”