Examining Textbooks to Support Prospective Teachers’ Pedagogical Content Knowledge of Geometry

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.