Analyzing Conceptual and Procedural Knowledge of Geometry Among Prospective Teachers: Indonesian Perspective

Abstract

Abstract It is well established that to scaffold students’ learning of mathematics, teachers themselves need a substantial body of content knowledge of mathematics (Ma, 1989) to drive their lessons and design of learning experiences. In this paper, we address the above issue among prospective elementary mathematics teachers in Indonesia. Evidence suggests that elementary school Indonesian teachers tend to acquire surface-level knowledge of geometry, which does not support deep learning. This paper aims to bring a higher degree of insight into the above problem by analyzing prospective teachers’ geometry knowledge along two knowledge strands: conceptual and procedural. Examples of these knowledge components are provided with suggestions for future research.