Prospective Primary Teachers’ Knowledge on Prism: Generating Definitions and Examples

Abstract

This study aimed to investigate prospective primary teacher’s knowledge on prism by exploring
the definitions and examples generated by them. Four prospective teachers participated in the study. The five
open ended questions used in the study as the data collection tool require drawing an example, explaining the
properties, drawing different examples, constructing different definitions, and constructing examples from daily
life related to prism. Definitions and examples generated by the participants about prism were analyzed based
on accessibility, correctness, richness, and generality criteria (Zazkis & Leikin, 2008). As a result of the analysis,
participants' knowledge related to the prism was found to be inadequate. The findings also inform that the
mathematics lessons content in the primary teacher teaching program must be looked over in the perspective of
generating definitions and examples.