The Exploration of Pre-Service Mathematics Teachers' Pedagogical Content Knowledge in Teaching Geometry to Primary Six Learners in Uganda
Abstract
This study explores using Pedagogical Content Knowledge (PCK) by pre-service mathematics teachers in teaching geometry to a primary six class in Eastern Uganda. The study employed a qualitative research approach using participant observations, interviews, and a documentary checklist to examine how pre-service teachers utilize examples, illustrations, explanations, demonstrations, and analogies to enhance learners' understanding of geometric concepts. The research also investigates the strategies these teachers use to address learner misconceptions and engage learners in meaningful learning experiences. Findings reveal that pre-service teachers effectively use examples and illustrations to relate abstract geometry concepts to real-life situations, facilitating learners' comprehension. However, challenges were noted in the use of analogies and in addressing learner misconceptions, highlighting areas where further pedagogical development is needed. The study also underscores the importance of rehearsal in successfully delivering classroom demonstrations. The implications of these findings suggest that teacher training programs should emphasize developing a comprehensive understanding of PCK, particularly in using analogies and correcting misconceptions. Furthermore, the study recommends enhanced support for pre-service teachers in linking geometry instruction to everyday applications, which could foster improved problem-solving skills among learners. This research contributes to the existing literature by providing insights into pre-service teachers' specific challenges and successes in applying PCK to teaching geometry, offering recommendations for curriculum development and future research in teacher education.
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