An Analysis of Elementary Preservice Teachers’ Subject Matter Knowledge of Prism, Cylinder, Pyramid, and Cone

The purpose of this study was to examine elementary preservice teachers’ subject matter knowledge (SMK) of prisms, pyramids, cylinders, and cones. The analysis of the preservice teachers’ SMK regarding the extension of each solid figure revealed that they had more difficulties with cylinders and cones compared to prisms and pyramids. Some of them classified cylinders and cones as solids of revolution based on the instructional sequence of the curriculum. This study also analyzed their SMK by dividing it into three categories: (a) mathematical definitions, (b) school mathematics, and (c) instructional sequence. The mathematical definitions group demonstrated a high overall level of specialized content knowledge (SCK). The school mathematics group, on the other hand, had mostly common content knowledge (CCK). The instructional sequence group often showed SCK only for cylinders and pyramids. Based on these analysis results, we proposed specific measures for preservice teacher education to develop their SMK and knowledge at the mathematical horizon (KMH).