Exploring Pre-Service Teachers' Knowledge and Perceptions of Euclidean Geometry Concepts

The purpose of the study was to explore pre-service teachers' knowledge and perceptions towards Euclidean Geometry concepts. A questionnaire used gather information from 125 teachers in Ghana's Volta Region using a quantitative approach within positivist paradigm. Descriptive statistics were analyses after data coded entered into Statistical Package for Service Solutions (SPSS) version 20. results showed that participants' levels varied, with some demonstrating solid understanding others showing misconceptions gaps. also identified specific conceptual difficulties, such as comprehending criteria triangle congruence identifying corresponding parts congruent triangles encounter Geometry. Furthermore, explored perspectives on Geometry, highlighting their opinions subject’s difficulty, interest, relevance, problems. result highlights importance targeted instructional interventions curriculum development addressing these gaps misconceptions. recommendations include incorporating instruction, interactive strategies, technology integration teacher education programs improve pedagogical skills Keywords: Pre-service teachers, knowledge, perceptions, APOS theory DOI: 10.7176/JEP/14-18-03 Publication date: June 30 th 2023