In primary education, geometrical drawing abilities hold pivotal importance. The ability to visually represent geometric shapes is a foundational skill that not only introduces students to the world of mathematics but also serves as a precursor to advanced spatial reasoning capabilities (Clements & Battista, 1992). This research aims to assess primary school students' geometrical drawing abilities comprehensively. By employing paper-pencil tests utilizing grid and isometric paper, the objective is to gauge the student's proficiency in visually representing two- and three-dimensional geometric shapes. This endeavor seeks to understand primary school students' current geometrical drawing skills.
The second objective involves an evaluation of the geometrical drawing abilities of pre-service primary school teachers. Through similar paper-pencil tests, the aim is to gauge the aptitude of prospective teachers to represent geometric shapes in various dimensions. This assessment is crucial for identifying potential areas of improvement in teacher training programs to ensure that future educators are equipped to impart geometric concepts effectively. The third objective
involves a comparative analysis of primary school students and pre-service teachers' performance in two- and three-dimensional geometric drawing tasks. By discerning potential differences in their abilities, this research seeks
to contribute valuable insights into the relationship between educational background and geometrical drawing proficiency. For these purposes, the three research questions are as follows: (a) What are the geometrical drawing abilities of primary school students? (b) What are the geometrical drawings? What are the abilities of pre-service primary school teachers? (c) What are the similarities and differences in drawing abilities for 4th graders and prospective teachers?

The participants will consist of primary school students in 4th grade from a public school and pre-service primary school teachers from a primary school teacher education program in Kırıkkale province in Türkiye. The data will be collected in the 2024 spring semester by the researcher. The data will be analyzed qualitatively. Paper-pencil tests will be designed for primary school students and pre-service teachers to assess geometrical drawing abilities. Grid paper and isometric paper will be utilized to facilitate the representation of two- and three-dimensional geometric shapes, respectively. The tests will encompass a range of shapes, including squares, rectangles, cubes, and prisms, ensuring a comprehensive evaluation of participants' abilities. Scoring rubrics will be developed to measure accuracy, precision, and creativity in geometric representation, providing a multifaceted assessment of geometrical drawing proficiency.

The data will be collected in the 2024 spring semester, and the findings will be reported according to the data. Understanding the participant's proficiency levels and identifying the strengths and weaknesses in their abilities are the expected outcomes of this research.

Clements, D. H., & Battista, M. T. (1992). Geometry and spatial reasoning. Handbook of research on mathematics teaching and learning, 420, 464