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The purpose of this study is to investigate mathematics content knowledge(MCK) of pre-service teachers about the area of a circle. 53 pre-service teachers were asked to perform four tasks based on the central ideas of measurement for the area of a circle. The results of this study are as follows. Fi...

The purpose of this study is to investigate mathematics content knowledge(MCK) of pre-service teachers about the area of a circle. 53 pre-service teachers were asked to perform four tasks based on the central ideas of measurement for the area of a circle. The results of this study are as follows. First, pre-service teachers had some difficulty in describing the meaning of the area of a circle. Quite a few of them didn't recognize the necessity of counting the number of area units. Secondly, pre-service teachers had insufficient content knowledge about the central ideas of measurement for the area of a circle such as partitioning, unit iteration, rearranging, structuring an array and approximation. Lastly, few pre-service teachers understood the concept of actual infinity. Most students regarded the rectangle as the figure having the approximation error instead of the limitation from rearranging the parts of a circle.

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