This research deals with geometry knowledge base of preservice teachers and significance of that knowledge in both

GEOMETRIC THOUGHT AND SPATIAL REASONING: IMPLICATIONS FOR CLASSROOM TEACHING

(Paper presented at International Mathematics Enrichment Conference and Communication Technology, IMECT-2,University of Cambridge, Cambridge, England, JULY 2000)

Mara Alagic

Wichita State University, Wichita, USA

e-mail: mara@math.twsu.edu

This research deals with geometry knowledge base of preservice teachers and significance of that knowledge in both

Teaching geometry for the purpose of learning not just mathematics, but learning in general, and

Teaching for conceptual development.

Assessment method was based on

van Hiele’s levels of geometric thought,

concept maps,

face-to face interviews, and

participants (e-mail) reflections.