[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588881-105":59,"doc-detail-588881-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","pre-service-primary-school-teachers-pedagogical-content-knowledge-on-quadrilaterals","PRE-SERVICE PRIMARY SCHOOL TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE ON QUADRILATERALS","","The study investigates pre-service primary school teachers’ pedagogical content knowledge (PCK) on quadrilaterals, focusing on knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS). Participants included 83 pre-service teachers from a Turkish university. Data were collected via six researcher-developed scenarios and analyzed using summative content analysis. Results show KUS and KIS were below the desired level. In correcting student mistakes, pre-service teachers primarily relied on “Direct Instructional” approaches centered on the teacher.",{"@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/pre-service-primary-school-teachers-pedagogical-content-knowledge-on-quadrilaterals/588881/",{"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/pre-service-primary-school-teachers-pedagogical-content-knowledge-on-quadrilaterals/588881.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What aspects of PCK are examined in the study on quadrilaterals?","Question",{"text":112,"@type":113},"The study examines knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data collected and analyzed?",{"text":117,"@type":113},"Six scenarios served as the data collection tool, and responses were analyzed using summative content analysis based on open-ended scenarios.",{"name":119,"@type":110,"acceptedAnswer":120},"What instructional approach did pre-service teachers prefer when correcting student mistakes?",{"text":121,"@type":113},"They mainly preferred the “Direct Instructional” method, which follows traditional approaches and centers the teacher.","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},588881,1792165777,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","PRE-SERVICE PRIMARY SCHOOL TEACHERS’PEDAGOGICAL CONTENT KNOWLEDGE ON  \nQUADRILATERALS  \nÖmer ŞAHİN& Murat BAŞGÜL  \nAbstract: The aim of this study was to investigate pre-service primary school teachers ’ (PPSTs) pedagogical content knowledge (PCK) on quadrilaterals. In this study, the PCK components of knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS) were used. The participants of the study consisted of 83 PPSTs studying at the primary education department of a university in Turkey. The illustrative case study method was used, while six scenarios were used as the data collection tool developed by researchers. The data obtained from open-ended scenarios were analyzed by using the summative content analysis technique. As a result of the study, it was observed that the KUS of the PPSTs about quadrilaterals was not on the desired level. Moreover, the KIS of the PPSTs was also not on the desired level. As a result of the study, it was observed that, in the process of eliminating the mistakes of students, the PPSTs preferred mainly the \"Direct Instructional\" method, which is based on traditional approaches and centers the teacher.  \nKey words: pedagogical content knowledge, quadrilaterals, teacher education, pre-service teacher, primary school.  \n1. Introduction  \nOne of the fundamental aims of mathematics education is to understand the relationships between mathematics and the world. With geometry education, it is aimed that students understand geometric concepts in the best way and relate them to daily life (Ministry of National Education [MoNE], 2017) . Geometry, which is composed of the words Geo and Metry, means the measure of the land. Humanity started to use geometry by the moment it started to make sense of the physical environment around it (Baki, 2014) . It is believed that the first example if this started by the need of Egyptians to measure their fields based on retraction of flood water near the River Nile (Ball, 1960) .  \nGeometry plays a role in understanding different topics of mathematics and serves as a bridge between various disciplines, such as art and architecture, and mathematics. According to the National Council of Teachers of Mathematics 􀀾NCTM􀁀 (2000), geometry contributes to development of the reasoning and problem-solving skills of students. Geometry also helps students understand abstract concepts (Duatepe, 2000) . Therefore, from the very first years of education, teaching of geometry has remained a priority (Baykul, 2002) .  \nAlthough geometry is highly important in mathematics education, students on all levels have many learning difficulties and misconceptions in this field of learning (Özerem, 2012) . Quadrilaterals are particularly among the geometry concepts where students experience difficulty in learning (Okazaki & Fujita, 2007) . Students experience problems in defining quadrilaterals, calculating their perimeter and areas (Özerem, 2012), determining models suitable for definitions of quadrilaterals (Mack, 2007), as well as establishing relationships among different quadrilaterals (Gal & Lew, 2008) and among the properties of a shape (Özerem, 2012) .  \nSome of the reasons why students experience learning difficulties related to quadrilaterals are the complex relationships of quadrilaterals with each other (Fujita & Jones, 2006; Okazaki & Fujita, 2007) . In the geometry literature, both inclusive and exclusive definitions of quadrilaterals are included (Usiskin & Griffin, 2008) . For example, the trapezoid has an inclusive definition as \"a  \nquadrilateral with at least a pair of sides parallel,\" or an exclusive definition as \"a quadrilateral with only apair of sides parallel\" (Öztoprakçı & Çakıroğlu, 2013). According to the exclusive definition of the trapezoid, only the shape numbered 4 below is a trapezoid, while all the shapes (square, rectangle, parallelogram) have the characteristics of a trapezoid if the inclusive definition is taken into consideratio","cbCaigiXVtasgw9R","https://ap.wps.com/l/cbCaigiXVtasgw9R","pdf",866380,22,"English","# Introduction\n## Goals and role of geometry education\n## Learning difficulties and misconceptions about quadrilaterals\n## Inclusive vs. exclusive definitions and teaching implications","[{\"question\":\"What aspects of PCK are examined in the study on quadrilaterals?\",\"answer\":\"The study examines knowledge of understanding students (KUS) and knowledge of instructional strategies (KIS).\"},{\"question\":\"How were data collected and analyzed?\",\"answer\":\"Six scenarios served as the data collection tool, and responses were analyzed using summative content analysis based on open-ended scenarios.\"},{\"question\":\"What instructional approach did pre-service teachers prefer when correcting student mistakes?\",\"answer\":\"They mainly preferred the “Direct Instructional” method, which follows traditional approaches and centers the teacher.\"}]","PRE-SERVICE PRIMARY SCHOOL TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE ON QUADRILATERALS | PDF",1792066117,55]