摘要：The aim of this study is to examine preservice teachers’ pedagogical content knowledge regardinggeometric shapes in terms of knowledge of understanding students and knowledge of instructional presentations,which are two subcomponents of pedagogical content knowledge. In this context, the data from the testcomposed of seven open-ended questions solved incorrectly by secondary school students on the subject ofgeometric shapes was used as the data collection tool. The case study method was carried out in this study. Theparticipants were 60 pre-service teachers. The descriptive analysis technique was used in analyzing the data. Theresults of the study set forth that the pre-service teachers did not experience much difficulty in determiningstudent mistakes in the questions that contained figures and mathematical statements, whereas they experiencedmore difficulty in determining student mistakes in the questions that contained only verbal statements.Furthermore, it was observed in the study that the preservice teachers’ solution suggestions for eliminating thesemistakes were not at an adequate level.
