Geometry is a fundamental area of mathematics, and its effective teaching is crucial for young learners. Student teachers must have a strong grasp of geometry to effectively teach and enhance their future students’ geometric understanding. This paper reports on the proficiency in early geometry terminology of 30 student teachers in the early childhood bachelor of education programme in a university in the UAE. Responses to a 150-item questionnaire in early geometry terminology based on van Hiele theory’s geometric thinking levels (Levels 1-3) constituted the data for the paper. A consistent decline in the student teacher’s proficiency in geometry terminology (Level 1: Mean Score = 65.2, SD = 21.8; Level 2: Mean Score = 62.9, SD = 14.1; Level 3: Mean Score = 54.9, SD = 11.2) was noted. It confirms the hierarchical nature of the van Hiele levels, as more student teachers had answered the items correctly at Level 1, and it was on a decline as it moved to the higher levels of properties and classification of shapes. This calls for an intervention based on the van Hiele theory for enhancing the geometric proficiency of the student teachers. This in turn will support the quality preparation of prospective teachers on how to support young children’s foundations in early geometry.

Authors:
Jogymol Kalariparampil Alex, United Arab Emirates University, United Arab Emirates

About the Presenter(s)
Jogymol Kalariparampil Alex is an Assistant Professor of Mathematics Education at the College of Education in the United Arab Emirates University (UAEU) in the UAE.

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