摘要：AbstractThe aim of this study is to examine the preservice mathematics teachers’ understanding of class inclusion between kites and squares with the framework of Van Hiele levels. This descriptive study was conducted with 5 sophomore preservice teachers in Turkey. When we look at all the responses to the questions in terms of Van Hiele geometry thinking levels, it can be said that only one preservice teacher understood class inclusion relations and most of the preservice teachers were not at the expected level.
