Relationship among pre-service teacher conception of geometry and teaching skills

Abstract

The purpose of this research is to find out the correlation between understanding the geometry concept of mathematics pre-service teacher and teaching ability, in explaining the concept of geometry systematically in a planned order, so that the students are easier to understand. Geometry concepts include (1) visual skills, (2) descriptive skills, (3) drawing skills, (4) logical skills, and (5) applied skills. The research method is an experiment, and the sampling technique is purposive. The research instrument is a practice test. Data understanding of geometry concept comes from the Final Test of Geometry course, while the data of teaching ability comes from teaching practice score on geometry topic. The statistical test uses the Pearson Product Moment correlation test and linearity test. The results of this research are: (1) there is a significant correlation between students’ concept comprehension ability and geometry teaching ability; (2) the relationship between students’ conceptual understanding and geometry teaching ability is in the medium category; (3) the magnitude of the influence between the understanding of student concepts and geometry teaching ability is 46.5%. It indicates that there is another factor of 53.5% that affects the ability of pre-service teacher teaching on geometry topics in addition to student concept comprehension.

An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

“…According to Dewi and Asnawati (2019), teachers should show a clear understanding of geometric concepts to inform their knowledge of applying these concepts in solving related tasks. In this study, the PSTs who produced associated properties, performed beyond the use of strict rules (straight line algorithm), which was dominant in the Group B participants.…”

“…These competencies enabled them to devise objectified solutions to the tasks. The PSTs' ability to develop such competence in thinking, was an indication that they have the potential to plan and work with the associated geometric properties based on the design of the task, to enhance learners' understanding (Dewi & Asnawati, 2019;Sugeng & Nurhanurawati, 2018).…”

“…The ability to discern this property of the task, is a demonstration of high visually informed thinking. Dewi and Asnawati (2019) assert that teachers or learners with good visual abilities can explore and apply the most appropriate strategies to solve mathematical tasks. Maxwell also solved the task by applying the objectified properties of a parallelogram, using the equality of opposite angles and the sum of Dewi and Asnawati (2019) assert that learners' ability to learn geometry is based on their tendency to make mathematical arguments using geometric concepts and properties.…”

“…Good visual interpretation largely depends on drawing a connection between thinking and visualisation in relation to previous knowledge. Dewi and Asnawati (2019) claim that learners' geometric abilities are well developed when they have good visual abilities. In this study, those who demonstrated an explorative discourse in their routine, utilised or relied on their visual abilities to gain a clearer understanding of the task, before devising the solution.…”

“…Riastuti et al (2017) assert that learners' difficulty in understanding geometric concepts, and devising the most appropriate solutions to tasks, is due to their weak visual abilities. This weakness in their visual abilities makes it difficult for them to recognise, analyse and make meaning of what they see to gain deeper understanding of the task (Dewi & Asnawati, 2019;Mudaly, 2021).…”