.

Abstract

The basic guiding referents in the investigation that we summarize are school-level Geometry and its teaching-learning, and the analysis of the conceptions of prospective primary teachers. We assume that the conceptions appear and develop during the period as a pupil in school, and they are stable and resistant to change. And consequently, to leam to teach mathematics, we must take account o/ the requirements that arise from these conceptions themselves and from the prospective teachers' knowledge of school level Mathematics.

The objective of the study is to describe and analyse prospective primary teachers' conceptions on school-level Geometry and its teaching-learning. To this end, we considered the hypothesis that the students' memories and expectations provide information with which to characterize prospective primary teachers' conceptions in the field of Geometry and its teaching-learning at the primary school level.