Abstract:

In this research, it was aimed to investigate the primary school teachers’ content knowledge of geometric objects (cubic, triangular prism, square prism, rectangular prism, cylinder, cone) in primary school mathematics curriculum. The research was conducted through a case study, one of the qualitative research designs. The study group of the study created 15 primary school teachers in various primary schools in the province of Nevşehir in the second term of the academic year of 2015- 2016. The data of the study were collected through a semi-structured interview form developed by the researchers. In the analysis of the data, a descriptive analysis method was used. According to the findings obtained from the research; It has been determined that primary school teachers do not have sufficient skills in drawing about geometric objects, and subject area knowledge has some difficulties in identifying and recognizing. It has been found that the vast majority of teachers are sufficient to distinguish the properties of geometric objects, but they are not the same qualities in cylinders and cones. The geometric objects in which the subject knowledge of the primary school teachers is not sufficient are cylinder, cone and triangular prism. On the other hand, the most challenging subject for teachers to give daily examples was the triangular prism. Both the beginning of the profession in the study group and the knowledge of the experienced teachers are not sufficient.

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