[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588557-105":59,"doc-detail-588557-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","misconceptions-about-geometric-shapes-in-preservice-primary-teachers","(MIS)CONCEPTIONS ABOUT GEOMETRIC SHAPES IN PRESERVICE PRIMARY TEACHERS","","During Slovakia’s education reform, geometry was reduced in primary mathematics, leaving preschools with extra time but primary schools devoting very little instruction to geometric ideas. Teaching often emphasizes drawing techniques rather than correct conceptual understanding, contributing to below-average international test results. The study examines plane geometric figures and their properties, identifying numerous misconceptions among first-year pre-service primary teachers, and presents selected research findings to support improved curriculum design, didactics, and teacher training.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/misconceptions-about-geometric-shapes-in-preservice-primary-teachers/588557/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/misconceptions-about-geometric-shapes-in-preservice-primary-teachers/588557.png","ImageObject",300,407,{"name":92,"@type":93},"Rizky","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the reduction of geometry in Slovakia’s curriculum affect teaching outcomes?","Question",{"text":112,"@type":113},"The reform reduced geometry in primary mathematics, so teachers often allocate very little time to it. Instruction focuses more on drawing procedures than on forming correct conceptions, leading to below-average performance in international tests.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What knowledge area does the paper focus on?",{"text":117,"@type":113},"The paper focuses on knowledge of plane geometric figures and their properties.",{"name":119,"@type":110,"acceptedAnswer":120},"What causes many of the misconceptions found in pre-service teachers?",{"text":121,"@type":113},"The paper reports that many misconceptions originate during earlier education stages. It also highlights that insufficient recognition, unclear properties, and limited personal experience with geometric figures contribute to poor definitions and classification.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588557,1792165955,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","(MIS)CONCEPTIONS ABOUT GEOMETRIC SHAPES IN PRESERVICE PRIMARY TEACHERS  \nKatarína Žilková, Ján Gunčaga, Janka Kopáčová  \nAbstract: During the last reform, Slovakia has reduced geometry in curriculum in primary mathematics education. Pre-school education schools devote more time to geometry in curriculum, but this is not mandatory for all the children. In the primary schools, teachers devote very little lessons time to this problem. These lessons are mainly focused on technology of drawing rather than on creating the right conceptions, which results in below the average scores on international test results in Slovak students. One possible solutions is to improve the level of geometrical knowledge of primary education teachers and pre-service primary education teachers.  \nThis paper is focused on the knowledge of plane geometric figures and their properties. We found out that pre-service teachers in primary education have many misconceptions that started when these students were learning the subject matter during their lower level education. In order to be able to more effectively design the curriculum, didactics and methods for future math teachers, we decided to test pre-service primary education teachers in planar shapes during their first year of university.  \nSome results are presented in the article.  \nKey words: conceptions, geometric shapes, misconceptions, pre-service primary teachers  \n1. Introduction  \nMath curriculum for primary education in Slovakia is defined by National Education Program, also known as \"NEP\", (National Institute for Education, 2009) . It is called Mathematics and Work with Information. It provides objectives for primary education and minimal mathematical standards which math students must acquire. Geometry represents a very small part of curriculum in Slovakia. Slovak students in TIMSS 2007 and 2011 study, scored lower on average on geometric shapes test questions than their international counterparts in EU and OECD (Galádová et al., 2013) . This may be caused by recent National Education Program for primary education which has significantly reduced geometric curriculum. Scholtzová (2013) analyses geometry education in primary schooling in Slovakia and she mentions that students comes to the next stage of education with a limited range of geometric knowledge.  \nReduction of geometry in curriculum (as well as the number of hours) in Slovakia has changed teachers attitude towards teaching geometry in primary education. Teachers usually dedicate very little time to geometry in primary education and therefore they may do it very broadly. We assume that this situation will significantly improve if and only if there will be a change of attitude about geometry in teachers and future teachers. Scholtzová (2013) also notes few things about math (geometry) . \"Education of future teachers for primary schools must incorporate maximum of determining factors from legislative and educational reality.\" Therefore, we consider superior geometric teacher training for primary education as one of the starting points for addressing this situation.  \nNowadays, mathematical preparation of teachers for primary education in Slovakia is done at six universities. Every university has its own approach towards mathematical education. Some faculties prefer teaching didactic approaches in math education, while others emphasize professional mathematical components. In general, we have seen a drop in the level of geometrical knowledge in preservice primary education teachers (for example, in studies of Žilková, 2013; Gunčaga, Kopáčová and  \nPaksu, 2013) . These students are the ones who have completed secondary education and should be able to think at some level of abstraction. We observed that many students lack the knowledge of plane geometric shapes and their properties. Thorough analysis has shown that often these misconceptions in students about elementary planar shapes are acquired during lower levels of their education. It ","cbCais6RdvTKCSe2","https://ap.wps.com/l/cbCais6RdvTKCSe2","pdf",457560,"English","# Introduction\n# Theoretical Basis","[{\"question\":\"How does the reduction of geometry in Slovakia’s curriculum affect teaching outcomes?\",\"answer\":\"The reform reduced geometry in primary mathematics, so teachers often allocate very little time to it. Instruction focuses more on drawing procedures than on forming correct conceptions, leading to below-average performance in international tests.\"},{\"question\":\"What knowledge area does the paper focus on?\",\"answer\":\"The paper focuses on knowledge of plane geometric figures and their properties.\"},{\"question\":\"What causes many of the misconceptions found in pre-service teachers?\",\"answer\":\"The paper reports that many misconceptions originate during earlier education stages. It also highlights that insufficient recognition, unclear properties, and limited personal experience with geometric figures contribute to poor definitions and classification.\"}]","(MIS)CONCEPTIONS ABOUT GEOMETRIC SHAPES IN PRESERVICE PRIMARY TEACHERS | PDF",1792065491,25]