Student Teachers’ Knowledge of School-level Geometry: Implications for Teaching and Learning

Research output: Contribution to journalArticlepeer-review


This study aimed to assess the geometric knowledge of student teachers from a university in the Eastern Cape province of South Africa. The study used a sample of 225 first-year student teachers who completed school mathematics baseline assessments on a computer-aided mathematics instruction (CAMI) software. The study adopted a descriptive cross-sectional research design, using quantitative data to measure student teachers’ geometry achievement level, and qualitative data to explain the challenges encountered. The results show that student teachers exhibited a low level of understanding of school-level geometry. The low achievement levels were linked to various factors, such as insufficient grasp of geometry concepts in their secondary school education, difficulty in remembering what was done years ago, low self-confidence, and lack of Information and Communications Technology (ICT) skills along with the limited time for the baseline tests. These results suggest that appropriate measures should be taken to ensure that student teachers acquire the necessary subject-matter knowledge to teach effectively in their future classrooms.

Original languageEnglish
Pages (from-to)1375-1389
Number of pages15
JournalEuropean Journal of Educational Research
Issue number3
Publication statusPublished - Jul 2024
Externally publishedYes


  • Computer-aided mathematics instruction
  • learning
  • school-level geometry
  • student teachers
  • teaching

ASJC Scopus subject areas

  • Education


Dive into the research topics of 'Student Teachers’ Knowledge of School-level Geometry: Implications for Teaching and Learning'. Together they form a unique fingerprint.

Cite this