Assessing the readiness of pre-service mathematics teachers to learn Euclidean geometry

Abstract

The introduction of the four year Bachelor of education mathematics curriculum in 2018 in the Ghanaian colleges of education brought back Euclidean geometry with its formal proof. It also implied that all learners needed to perform at level 4 (Deduction: with formal proof) of the van Hiele levels in Euclidean geometry in all grades in the CoE. This study reports on the assessment of the readiness of pre-service teachers' [PTs] to learn Euclidean geometry in Ghana based on the van Hiele model of geometrical thinking levels. Data for this study were generated from 302 PTs in a CoE in the volta region of Ghana selected through convenience sampling. The study made use of both quantitative and qualitative research techniques for data collection. The quantitative data revealed that a significant proportion of PTs demonstrated basic geometrical thinking, with a predominant presence at Level 1(Visualization) and Level 2(Analysis). Qualitative insights underscore a reliance on visual properties and informal language in identifying geometric figures. Among PTs, a moderate level of readiness was observed. The study suggests a need for targeted instructional interventions to enhance formal understanding of geometric figures among PTs and reinforces the importance of geometric terminology for improved readiness among PTs'. Acknowledging limitations and proposing future research directions, this study contributes valuable insights for geometry education in teacher preparation programs.