Pre-service teachers' conceptual understanding of perimeter, area, and volume

Abstract

In this study, pre-service teachers’ understanding of perimeter, area, the relationship between the two, and volume are explored. A questionnaire on these concepts was administered to 110 participants, comprising the three divisions of teacher candidates enrolled in a small northern Canadian Faculty of Education. This was followed by sample interviews to help clarify some of the responses found in the questionnaire. The results were surprising. Regardless of division or mathematics background while some had a conceptual understanding of the concepts many did not. Many students demonstrated only a procedural understanding including a sizable proportion of the I/S students. These findings are discussed as well as recommendations for further research and teacher training.