This text is based on a research, which is still in progress, whose main objective is to
identify and understand what are the main difficulties of future mathematics teachers of
basic education are, regarding their content knowledge in geometry in the context of the
curricular unit of Geometry during their undergraduate degree. We chose a qualitative
approach in the form of case study, in which data collection was done through
observation, interviews, a diverse set of tasks, a diagnostic test and other documents.
This paper focuses on the test given to prospective teachers at the beginning of the
course. The preliminary analysis of the data points to a weak performance of preservice
teachers in the test issues addressing elementary knowledge of Geometry.
Year of publication: 2014