KNOWLEDGE AND THE INSTRUCTION OF MIDDLE SCHOOL GEOMETRY.

This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of decomposing and recomposing one-dimensional and two-dimensional figures. A Pearson’s Product Moment Coefficient statistical test was used to compare teacher assessment scores of each pedagogical content knowledge level with student Standard of Learning math scores. The results showed that there is a relationship between teacher pedagogical content knowledge and student Standards of Learning scores in geometry and measurement. ii Dedication I dedicate this dissertation to my father, Don Herbert Talley, who has passed on to be with his Lord and Savior Jesus Christ. ii