Journal of Educational Sciences > Volume 27, No. 1, 2015

Investigating the Primary School Teachers’ Knowledge for Teaching Geometry / Khaled BenMotreb, Misfer AlSalouli

The purpose of the study was to understand the specialized content knowledge (SCK) for teaching geometry in Elementary grades. The study sample consisted of 70 male and female teachers participated in training courses at the beginning of the school year 2013.The study utilized a descriptive design, and used one of the Learning Mathematics for Teaching (LMT) measures specified for teaching geometry. The researchers translated the original measure into Arabic Language and made sure it fits Saudi context. The findings of the study revealed that many of the teachers did not possess sufficient and deep specialized content knowledge that is required to teach geometry effectively and enable them to understand students’ errors or sizing up whether a nonstandard approach would work in general. The studyreviewed in-depth analysis some aspects of the teachers' specialized content knowledge as revealed by their response to the (LMT) geometry measure.
Keywords: Subject matter knowledge, content knowledge, Learning mathematics for teaching