Development and Validation of a Geometric Reasoning Test: Evidence from Preservice Teachers

This study developed and validated a curriculum-aligned instrument to assess preservice primary teachers’ geometric reasoning skills. Addressing the limited availability of domain-specific tools in teacher education research, the study examined preservice teachers’ conceptual strengths and weaknesses across key geometry domains relevant to primary mathematics teaching. A two-phase quantitative research design was employed. In Study 1, Confirmatory Factor Analysis (CFA) and Item Response Theory (IRT) were used to evaluate the psychometric properties of the instrument with a sample of 221 preservice teachers, providing evidence of construct validity and internal consistency. Geometric reasoning was conceptualised as a four-factor structure comprising Conceptualisation of Geometric Properties (GP), Geometric Transformation Reasoning (GT), Reasoning with Representations of Three-Dimensional Objects (RE), and Measurement Reasoning (MS). In Study 2, the validated Geometric Reasoning Test (GRT) was administered to a larger sample of 406 preservice primary teachers from three education colleges in Myanmar. Descriptive statistics and group comparisons were conducted using Welch’s t-tests and Welch’s ANOVA to examine differences by gender, year level, and institution. The findings indicate that preservice primary teachers’ geometric reasoning remains underdeveloped across training stages, highlighting the need for greater emphasis on geometry and spatial reasoning in teacher education.