The purpose of this study was to examine pre-service teachers’ subject matter knowledge (SMK) and pedagogical content knowledge (PCK) about quadrilaterals. The research was a case study. Within the scope of the research, five open-ended questions concerning quadrilaterals were asked to pre-service teachers, who are at five different geometrical thinking levels. According to the research, it was determined that of the pre-service teachers, the SMK of those whose geometrical thinking levels were low was poor and they confused the relationships among quadrilaterals. In the light of the research, it was suggested that emphasis be placed on making the pre-service teachers acquire the SMK and PCK while they were being trained and the atmosphere where they can share these knowledge be created.
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