An Examination of Primary School Teachers’ Content Knowledge on the Topic of Angles

---

Thesis Type: Postgraduate

Institution Of The Thesis: Yıldız Technical University, Graduate School of Social Sciences, Basic Education, Turkey

Approval Date: 2025

Thesis Language: Turkish

Student: ALEYNA EMİRHÜSEYİNOĞLU

Supervisor: Zeynep Yıldız

Open Archive Collection: AVESIS Open Access Collection

Abstract:

The purpose of this study is to examine the content knowledge of primary school teachers regarding the subject of "angles" in the primary school mathematics program. In the study conducted with 24 primary school teachers working in Istanbul in the 2024–2025 academic year, a case study design from qualitative research methods was used, data were collected through semi-structured interviews and evaluated through content analysis. Within the scope of the study, teachers' conceptual knowledge was examined in terms of their level of defining the concept of angle, explaining its basic components and associating this concept with correct examples. The findings revealed that although the teachers had mastered some basic concepts, they could not provide conceptual integrity in explanations related to angles; they sometimes expressed the concepts incompletely or in a confusing way. Teachers' procedural knowledge was evaluated in terms of their ability to create, measure, classify and apply relevant representation forms of angles. The findings showed that teachers were more confident in operational processes; they generally performed tasks such as drawing, naming and measuring angles correctly, but they made mistakes in some technical details. This study did not aim to measure teachers' competencies; It focuses on understanding knowledge structures and determining development areas for teaching processes. It is expected that the data obtained will contribute to enriching the content of teacher education programs and guiding in-service training practices. To strengthen teachers' content knowledge regarding the concept of angle, it is recommended to incorporate diverse representations, ensure effective familiarity with geometric tools (such as compasses, set squares, and protractors), and place greater emphasis on the dynamic aspect of angles in instruction.