Geometry Literacy Scale (GLS): Measuring of Pre-service Mathematics Teachers’ Self-Perceived Competencies
Keywords:
Geometry literacy, Mathematics education, Pre-service teachers, Scale development, Structural validityAbstract
Geometry is a fundamental component of mathematical proficiency, yet pre-service mathematics
teachers (PMTs) often struggle to demonstrate the holistic literacy required to teach it effectively.
Despite its importance, the literature lacks a measurement instrument to assess perceived geometry
literacy among pre-service teachers. This study addresses this gap by defining the concept of
“geometry literacy” and developing a valid and reliable Geometry Literacy Scale (GLS) tailored for
PMTs. A rigorous scale development process was conducted with a large sample of 865 PMTs, split
into two independent groups for Exploratory (EFA) and Confirmatory Factor Analysis (CFA). Analyses
yielded a psychometrically sound 32 item instrument with a stable single-factor structure, reflecting
the integrated nature of geometric thinking in adult learners. The scale demonstrated excellent
internal consistency (Cronbach’s α = .94) and composite reliability (CR = .95). CFA results confirmed
that the majority model fit indices indicated acceptable fit. The GLS provides researchers and teacher
educators with a valid and reliable instrument for assessing pre-service mathematics teachers’ selfperceived geometry literacy and may support future research, program evaluation, and the
improvement of geometry teacher education.
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