International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Epistemological Beliefs and Pedagogical Approaches to Geometry: a Phenomenological Study of Pre-service Primary Teachers

Bilge Yilmaz Aslan, Begüm Özmusul, Mehmet Nuri Öğüt

Gaziantep University

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1627–1634ISSN 2790-36482026Scopus conference code 336559
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Abstract

This study examines preservice primary teachers’ epistemological beliefs about geometry and their implications for pedagogical orientations. Using a phenomenological qualitative design, data were collected through a structured reflective form focusing on definitions of geometry, interpretations of Poincaré’s statement, conceptual meanings of basic geometric objects, and beliefs about the source of knowledge. Thematic analysis revealed two dominant epistemological orientations: a school-oriented/instrumental view and a life-oriented/ontological view of geometry. Based on these findings, the study proposes the Dual Epistemological Filter Model, offering a theoretical lens for understanding epistemologically grounded differences in preservice teachers’ approaches to geometry teaching.

Keywords

Epistemological BeliefsGeometry EducationPre-service TeachersPhenomenological Study

Recommended citation

Yilmaz Aslan, B., Özmusul, B., & Öğüt, M. (2026). Epistemological Beliefs and Pedagogical Approaches to Geometry: a Phenomenological Study of Pre-service Primary Teachers. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1627–1634). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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