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Trainee primary teachers' knowledge of geometry for teaching

Record type: Article

One outcome of the implementation of the (UK) National Numeracy Strategy at the primary school level is the privileging of the teaching and learning of number. Yet, as the recent Royal Society report on geometry stresses, it is important to begin the developing of spatial thinking and reasoning at this level. This paper reviews what trainee primary teachers might need to know about geometry in order to teach the geometry component of the mathematics curriculum effectively and confidently. Some initial findings are given from research which suggests that, in the UK, geometry is the area of mathematics in which trainees perform most poorly in initial baseline tests and have the least confidence to teach. Hence it is the area in which trainees need to make most progress if they are to gain qualified teacher status.

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Citation

Jones, Keith, Mooney, Claire and Harries, Tony (2002) Trainee primary teachers' knowledge of geometry for teaching Proceedings of the British Society for Research into Learning Mathematics, 22, (2), pp. 95-100.

More information

Published date: 2002
Keywords: teaching, learning, primary school, elementary school, curriculum, pedagogy, geometry, geometric, geometrical, mathematics, mathematical, numeracy, spatial, visualisation, visualization, teacher knowledge, content knowledge, pedagogical content knowledge, National Numeracy Strategy, UK, qualified teacher status, baseline, tests
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 12596
URI: http://eprints.soton.ac.uk/id/eprint/12596
ISSN: 1463-6840
PURE UUID: 0597f93b-d978-4775-9ecb-fe46621192da
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 13 Dec 2004
Last modified: 17 Jul 2017 17:02

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