Assessing didactic mathematical knowledge for teaching geometry transformation

Abstract

The purpose of this study is to assess the pre-service teacher’s mathematical knowledge for teaching geometry transformation material. Teacher content knowledge is a critical focus of educational research in light of the potential impact of teacher knowledge on process teaching and learning. There are learning obstacles for students in learning mathematics including ontogenic obstacles, epistemological obstacles, and didactic obstacles. This research is qualitative research with a hermeneutic phenomenology approach. That is used to find out more deeply about the phenomena. The results of the study revealed that pre-service mathematics teachers rely on their past experiences as math students and also their work experience compiling a learning obstacle. The next result shows that the level of knowledge of transformation geometry content is still low, this can hinder the teaching process of the subjects. the last concluded pre-service teacher mathematics need developing the required professional knowledge and skills requires to exercise analyzing the learning obstacle continuity