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RESEARCH PAPER
Pre-service Teachers’ Secondary School Experiences in Learning Geometry and their Confidence to Teach it
1
African Center of Excellence for Innovative Teaching and Learning Mathematics and Science (ACEITLMS), RWANDA
2
University of Rwanda, College of Education, RWANDA
3
University of Burundi, BURUNDI
Publication date: 2020-06-10
EURASIA J. Math., Sci Tech. Ed 2020;16(8):em1871
KEYWORDS
ABSTRACT
This paper presents the findings of a convergent parallel mixed methods research that was carried
out to explore the views of student-teachers on how geometry was taught and the confidence of
those student-teachers in teaching geometry to secondary school learners when they will become
professionally qualified. Respondents were randomly selected from two Colleges of Education in
Burundi. Although the study was predominantly quantitative, some qualitative data were also
collected to gain deeper insights into the prevailing situation. Ninety-seven pre-service teachers
of Mathematics from the said institutions completed the questionnaire whose items were closed-ended except for one that was open-ended. Results show that the teacher-centered approach
had dominated geometry classes in their respective secondary schools. Nevertheless, student-teachers exhibited higher confidence in teaching geometry. These findings provide evidence on
the need for teacher education programs to consider embedding instructional and assessment
approaches designed for specific branches of mathematics.
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