Misconceptions in constructing cube nets among pre-service primary school teachers in Papua New Guinea

Abstract

This paper examines the misconceptions and challenges faced by preservice teachers in Primary Teachers Colleges in Papua New Guinea, specifically in constructing and visualizing cube nets. Despite the critical role of these colleges in preparing future educators, significant misconceptions persist, especially regarding cube properties and net construction. A diagnostic assessment of 148 third-year students from both urban and rural colleges reveals key misunderstandings, including difficulties in accurately describing cube properties, constructing nets, and visualizing the transformation from 2D to 3D shapes. Findings indicate that preservice teachers struggle at various levels of the Van Hiele model of geometric understanding, emphasizing the need for improved instructional strategies. By identifying the root causes of these misconceptions, this study aims to inform educators on effective approaches to enhance geometry instruction, fostering a deep conceptual understanding among future teachers and reducing the perpetuation of these misconceptions in primary education.