Abstract
This study describes how textbooks can support prospective teachers’ pedagogical content knowledge in geometry. Relational content analysis methodology guided the collection of the study’s data from five textbooks used in geometry content courses for elementary mathematics teachers to identify pedagogical content knowledge elements and examine the differences and similarities between books. The results suggest that connecting children’s ideas and work to the teacher’s role in the classroom provides opportunities to develop intertwined knowledge of geometry content, students, and teaching. Using standards and standardized test questions in the books can help develop curricular knowledge of geometry contents in K–5 classrooms.
Keywords
teacher preparation, geometry, textbooks, content analysis
How to Cite
Ozturk, A., Schramm, L., Milligan, M., Canning, M., Rapol, M. & Wilson, S., (2023) “Examining Textbooks to Support Prospective Teachers’ Pedagogical Content Knowledge of Geometry”, Ohio Journal of School Mathematics 94(1), 13--20. doi: https://doi.org/10.18061/ojsm.4189
Rights
Ayse Ozturk, Lydia Schramm, McKenzie Milligan, Mickenna Canning, Mya Rapol, Sarah Wilson