Teacher’s Knowledge of Students about Geometry

Abstract

This study investigated the adequacy of mathematics teachers in terms of the ability to identify students‟ missing knowledge and suggest strategies to address students‟ difficulties. The participants were 37 secondary school mathematics teachers teaching in senior classes. The teachers‟ years of experience range from 3-10. The teachers were requested to respond to 4 open-ended questions, and the items in the questionnaire required them to identify what knowledge the student lacked and what strategies could be used to help the student. The study revealed that most of the teachers could not indicate the student‟s missing knowledge with respect to angles in parallel lines. The teachers were also unable to help the student, as they could not suggest specific ways that would help remove the student‟s difficulties.