Investigation of Pre-Service Mathematics Teachers’ Geometry Content Knowledge in terms of Error Approach

An important component of both pedagogical and mathematics content knowledge adequacy is able to detect the errors. in this study, pre-service mathematics teachers’ geometric content knowledge has been put forward in terms of their approaches to errors. in the accordance with this purpose, a test included two different type of question that consisted of four open-ended questions was carried out. in this test, the statements of two of questions were written incorrectly and the pre-service mathematics teachers were expected to find out the errors in the statements. the rest two questions were written correctly but solved incorrectly and the pre-service mathematics teachers were expected to find out the errors in the solutions. all of the open-ended test questions has been formed that those is required to triangle inequality in euclidean geometry. this study carried out on 34 pre-service mathematics teachers in a state university. the responses to the questions showed that preservice mathematics teachers had difficulties in interrogating the reasons underlying the errors made in answering the questions.