Effect of the VAN Hiele Instructional Model on Students’ Achievement in Geometry

Yalley, Edward; Armah, Gloria; Ansah, Richard Kwame

doi:10.1155/2021/6993668

Cited by 4 publications

(2 citation statements)

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“…The research findings are relevant and support several previous studies such as (Watan, 2018;Yudianto et al, 2018;Maharani et al, 2019;Sulistiowati et al, 2019;Ersoy et al, 2019;Wijaya et al, 2019;Kusuma et al, 2021;Nusaibah et al, 2021;Yalley et al, 2021). Therefore, a new perspective generated in this study provides new knowledge about levels of geometric thinking based on Van Hiele's theory.…”

Section: Resultssupporting

confidence: 86%

Exploring of Students' Ability to Solve Geometry Problems Based on Van Hiele's Level of Thinking

Andira,

Darwis M,

Syam

2022

IJRER

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Based on Van Hiele's level of thinking, this study intends to investigate students' ability to solve geometric problems. Polya's heuristic of problem-solving steps is used to assess problem-solving ability. A qualitative, descriptive study is the form of research used in this case. The Van Hiele Geometry Test (VHGT), problem-solving aptitude assessments, and interviews were used. Based on Van Hiele's level of thinking, researchers chose three students from a group of 27 students in grade VIII high junior school Terpadu Sheikh Muhammad Ja'far as research subjects. Data collection methods include tests and interviews. Data condensation, data presentation, conclusion drafting, and verification are all research data analysis approaches. The validity of the data is verified using a triangulation of techniques and sources. The findings of the study are: subjects at the pre 0 level only have visual, verbal, and drawing skills. Subjects at level 0 (visualization) were not able to solve the four problem-solving heuristics by Polya. Subjects at level 1 (analysis) were able to reach the second stage of the problem-solving heuristic by Polya. Subjects at level 2 (informal deduction reached the third stage of the problem-solving heuristic by Polya.

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Section: Resultssupporting

confidence: 86%

Exploring of Students' Ability to Solve Geometry Problems Based on Van Hiele's Level of Thinking

Andira,

Darwis M,

Syam

2022

IJRER

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“…Due to several concerns regarding Ghanaian learners' poor performance in geometry (Baffoe & Mereku, 2010, Asemani et al 2017, Yalley et al, 2021, and the fact that teachers' competency in geometry is critical to effective teaching of the subject, Armah et al (2017) investigated the geometric thinking of Ghanaian pre-service teachers in the colleges of education. The van Hiele geometric criterion was used as a yardstick for assessment.…”

Section: Geometry Education In Ghanamentioning

confidence: 99%

An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

Larbi

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five keywords from the following Abstract: Learning geometry equips learners with cognitive skills such as visualisation, critical thinking, spatial reasoning and problem-solving abilities, that are necessary for learning mathematics in general. However, geometry is noted to be difficult for learning as well as teaching. An investigation of this difficulty, especially with teachers, will help address its teaching and learning. The purpose of this study was to analyse pre-service teachers’ geometric thinking and classroom discourse using the commognitive lens. The study was guided by three objectives, which were to analyse the pre-service teachers' discursive thinking in geometry; the nature of their routine thinking in solving the geometric tasks, and how these informed their classroom geometric discourse. The study aligned itself to the qualitative approach and was underpinned by the interpretivist research paradigm. Eight pre-service teachers who were second-year university students and had taken geometry as part of their programme modules, participated in the study. The study site was conveniently selected, whilst the participants were selected on purposively. Geometry worksheet (test), interview and classroom observation, were used to generate written, verbal (oral) response, and visual data in relation to the study objectives. The data was analysed using the themes of the commognitive framework. The results show that both literate and colloquial word use were found in the discourses of the pre-service teachers. Many participants in Group A used more literate words to define and explain geometric concepts and how they solved the geometry problems, than the participants in Group B, who used both literate and colloquial words. Also, the routine solution strategies of many in Group A showed more of an explorative way of thinking compared to those in Group B, who demonstrated more of a ritualised way of thinking. In addition, multiple solutions to tasks were found by many of Group A participants than those in Group B. Generally, many of the study participants demonstrated limited geometric thinking. Misconceptions were evident in the discourses of some pre-service teachers in both groups. Other key findings from the classroom observation were that, many participants in Group A demonstrated an explorative instruction that is characterised by developing learner understanding and using different kinds of visual mediators as compared to participants in Group B, whose classroom geometric discourse was ritualised in nature. In other words, their teaching was more procedure-driven than conceptual. The study concludes that many of the PSTs possess limited geometric thinking. In addition, those who possessed good geometric thinking were more capable of engaging learners in explorative instruction compared to those with limited geometric thinking. These findings may have an influence on mathematics teacher educators’ efforts to develop teaching competence among pre-service teachers.

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Enseñanza de geometría básica a personas adultas con síndrome de down en entornos familiares: detectando sus dificultades durante el aprendizaje

García Moya,

Abril Moya,

Fernández Cézar

2022

rev.perspect

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Las personas con síndrome de Down presentan dificultades para la adquisición de conocimientos relacionados con la geometría, pues requiere de razonamiento y visión espacial. Por ello, los objetivos de este estudio fueron: (1) verificar si la enseñanza de la geometría a través de actividades con materiales manipulativos en entornos familiares ayuda a que los participantes adultos con SD evolucionen de un nivel de van Hiele a otro, y (2) conocer las dificultades que los participantes adultos con SD tienen a la hora de aprender conocimientos sobre geometría básica. Se trata de un estudio de casos exploratorio y descriptivo en el que participaron tres personas adultas. En él, los participantes realizaron actividades individuales y grupales en entornos familiares usando materiales manipulativos y siendo guiados por preguntas. Además, las actividades fueron estructuradas siguiendo el constructo teórico de van Hiele. Los resultados muestran que la metodología fue efectiva porque los tres participantes aumentaron sus conocimientos iniciales sobre geometría básica dentro del mismo nivel de van Hiele, o evolucionaron de nivel, y se detectaron las dificultades de aprendizaje que determinaron dicha evolución. Se discuten las contribuciones que la presente investigación puede tener para la formación del profesorado en las diferentes etapas educativas.

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Effect of the VAN Hiele Instructional Model on Students’ Achievement in Geometry

Cited by 4 publications

References 5 publications

Exploring of Students' Ability to Solve Geometry Problems Based on Van Hiele's Level of Thinking

Exploring of Students' Ability to Solve Geometry Problems Based on Van Hiele's Level of Thinking

An analysis of pre-service mathematics teachers’ geometric thinking and classroom discourse using a commognitive lens.

Enseñanza de geometría básica a personas adultas con síndrome de down en entornos familiares: detectando sus dificultades durante el aprendizaje

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