scholarly journals Reviewing the Van Hiele model and the application of metacognition on geometric thinking

2021 ◽  
Vol 10 (2) ◽  
pp. 597
Author(s):  
Muhammad Ammar Naufal ◽  
Abdul Halim Abdullah ◽  
Sharifah Osman ◽  
Mohd Salleh Abu ◽  
Hisyam Ihsan ◽  
...  
Keyword(s):  
Search Engines ◽  
Empirical Studies ◽  
Internet Search ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Van Hiele Model

<span lang="EN-US">Metacognition, or the ability to think about thinking, is essential in the development of geometric thinking. However, studies on the Van Hiele model and the application of metacognition on geometric thinking are still under-researched. This study aimed to provide a review of the Van Hiele model and the application of metacognition on geometric thinking. A total of 844 articles were retrieved through internet search engines from 1995 to 2020 and manually selected and reviewed systematically. The keywords used related to the Van Hiele model, metacognition, and geometric thinking. The findings that emerged from the review were categorized into two main themes which were the effectiveness of the Van Hiele model towards geometric thinking and the effectiveness of the application of metacognition on geometric thinking. Most articles revealed the positive indication of the geometric thinking development through the Van Hiele model intervention. It also seems that the potential of the application of metacognition in the Van Hiele model can strengthen geometric thinking development. Researchers and educators may find this knowledge useful in conducting empirical studies and developing learning instructions based on the application of metacognition in the development of geometric thinking.</span>

Probing Students’ Levels of Geometric Thinking in Geometry and Their Enacted Example Space Function

2018 ◽  
Vol 4 (1) ◽  
pp. 155-163 ◽  
Author(s):  
Robin B. Dimla
Keyword(s):  
Secondary Mathematics ◽  
Plane Geometry ◽  
Van Hiele ◽  
Secondary Mathematics Teachers ◽  
Geometric Thinking ◽  
Space Function ◽  
Van Hiele Model ◽  
Recognition Level ◽  
Example Space

The study explored the pre-service secondary Mathematics teachers’ levels of geometric thinking in geometry and their enacted example space function while they were exposed to van Hiele model instruction. The findings of the study reveal that most of the students were functioning at the recognition level in plane geometry and the highest geometric thinking level manifested prior to their exposure to van Hiele model is the informal deduction level. The evidences based on the study show that students’ example space function from various phases of instruction does not depend on their levels of geometric thinking that they had in plane geometry. Students with various levels of geometric thinking were able to generate quality examples across phases of instruction. Evidences likewise support the claim that van Hiele model assists students’ development of their example space function. Prior to the instruction misconception on properties of prism was evident among students. After the instruction, the breadth and the depth of understanding in relation to properties of prism was evident based on the quality of examples they provided. The most dominant geometric thinking level after students’ exposure to the van Hiele model instruction is also the recognition level.

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

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Edward Yalley ◽  
Gloria Armah ◽  
Richard Kwame Ansah
Keyword(s):  
Curriculum Design ◽  
Simple Random Sampling ◽  
Control Group ◽  
Instructional Model ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Quasi Experimental ◽  
Van Hiele Model ◽  
Experimental Group ◽  
Level 2

The purpose of this study was to determine the effect of the Van Hiele instructional model on students’ achievement in Circle Geometry at Daffiama Senior High School in the Daffiama-Bussie-Issa District of the Upper West Region in Ghana. The purposive and simple random sampling techniques were employed to select a sample of 75 participants for the study. The sample involved two groups: the experimental group and the control group. While teaching based on the Van Hiele model was carried out in the experimental group, teaching with the traditional method was carried out in the control group. The study employed a quasi-experimental research design. The instruments used for data collection were tests, interviews, and classroom observation. Findings from the data analysis suggested that participants were at the prerecognition level before the intervention, improved from the prerecognition level to level 2 after the intervention as the model facilitated learning. It was recommended that teachers determine the geometric thinking levels of students before instruction; the Van Hiele learning and instructional model is adopted in curriculum design and applied in the teaching of geometry and other areas of mathematics.

van Hiele Revisited

2010 ◽  
Vol 16 (4) ◽  
pp. 232-238
Author(s):  
M. Lynn Breyfogle ◽  
Courtney M. Lynch
Keyword(s):  
Van Hiele ◽  
Summative Assessments ◽  
Geometric Thinking ◽  
Van Hiele Model

To analyze students' geometric thinking, use both formative and summative assessments and move students along the van Hiele model of thought.

Watch What You Say

2007 ◽  
Vol 14 (5) ◽  
pp. 296-301
Author(s):  
Sally K. Roberts
Keyword(s):  
Classroom Practice ◽  
Eighth Grade ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Van Hiele Model ◽  
Visual Clues ◽  
Level Of Analysis ◽  
As If

Although it has been many years, I still remember the story of Ricky as if it were only yesterday. I was a teacher consultant in a district where one of my roles was to support teachers in their classroom practice. A colleague had invited me to join one of her eighth-grade mathematics classes. The students were studying quadrilaterals, and our objective for the lesson was to discover what the students knew about quadrilateral properties. The lesson was informed by the van Hiele model of geometric thinking (Fuys, Geddes, and Tischler 1988). The van Hieles hypothesized that students' thinking begins at a visual level. At this level, the learner recognizes shapes by an overall gestalt based on visual clues rather than defining properties. From this level, the model suggests, learners move to a level of analysis that uses defining properties to categorize shapes and classes of shapes.

scholarly journals The Impact of Using the Van Hiele Model in Developing Geometric Thinking Levels among Tenth Grade Students in Jordan.

2021 ◽  
Vol 29 (3) ◽  
Keyword(s):  
Traditional Approach ◽  
Statistical Significance ◽  
Validity And Reliability ◽  
Arithmetic Means ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Significant Difference ◽  
Tenth Grade ◽  
Van Hiele Model ◽  
The Impact

This study aimed to investigate the impact of the usage of the Van Hiele model in the development of geometric thinking levels among tenth grade students in Jordan. The sample of the study was selected from tenth grade basic students in Amman schools. Two hundred and forty students studying the mathematics course in the circle unit were divided into two groups: experimental (using the Van Hiele model) and the control (using the traditional approach of teaching).To achieve the objectives of the study, a test of geometric thinking in the unit of the circle was developed. Validity and reliability of the test was verified. The instructional material was also prepared in the circle unit for the students of the tenth grade using the Van Hiele model of geometric thinking. Four mathematics teachers were trained on the model, and the content validity of the training material was verified. The results of the study showed a statistically significant difference (α=0.01) between the two arithmetic means of the experimental and control agencies in favor of the experimental group that used the Van Hiele model in geometric thinking in general, and in sub-levels (visual, descriptive, logical), and the study showed no statistical significance difference (α=0.01) between the arithmetic means of male and female in geometric thinking, also the study showed an interaction between the model variable and gender variable in geometric thinking.

The Use Of Interactive Geometry Software (IGS) To Develop Geometric Thinking

2012 ◽  
Author(s):  
Abdul Halim Abdullah ◽  
Mohini Mohamed
Keyword(s):  
Creative Thinking ◽  
Development Phase ◽  
Implementation Phase ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Before And After ◽  
Post Test ◽  
Van Hiele Model ◽  
Two Phases ◽  
Critical And Creative Thinking

Kajian ini bertujuan untuk mengukur tahap pemikiran geometri pelajar selepas menggunakan modul pembelajaran bulatan tingkatan dua menggunakan sebuah perisian geometri interaktif. Kajian ini melibatkan dua fasa, iaitu fasa pembangunan dan fasa perlaksanaan. Dalam fasa pembangunan, sebuah modul pembelajaran topik bulatan tingkatan dua menggunakan perisian KDE Interactive Geometry (KIG) dibangunkan. Soalan–soalan di dalam modul dibina berdasarkan kepada tiga tahap pemikiran geometri sebagaimana yang dicadangkan dalam Model Van Hiele, iaitu visualisasi, analisis dan deduksi tidak formal. Dalam fasa perlaksanaan, modul tersebut kemudiannya dijadikan rawatan dan digunakan oleh tiga orang pelajar tingkatan dua yang terlibat dalam kajian eksperimen berbentuk praujian–pasca ujian satu kumpulan ini. Pelajar yang terlibat dalam kajian ini dipilih secara rawak dan mereka diberikan ujian pra dan ujian pos sebelum dan selepas rawatan diberikan. Semasa menggunakan modul tersebut, perbualan pengkaji dengan pelajar dirakamkan dan kemudian ditranskripsikan untuk mengenal pasti jenis–jenis kemahiran berfikir kritis dan kreatif (KBKK) yang telah digunakan. Petunjuk KBKK yang dicadangkan oleh Pusat Perkembangan Kurikulum dirujuk bagi tujuan pengenal pastian KBKK. Hasil kerja pelajar di dalam modul dan di dalam cakera keras juga telah dianalisis bagi mengenal pasti tahap pemikiran geometri mereka. Hasil dapatan menunjukkan pelbagai KBKK telah digunakan pelajar semasa mereka menyelesaikan soalan yang terdapat di dalam modul. Di samping itu, pelajar juga dapat mencapai tahap tiga pemikiran geometri dalam Model Van Hiele. Keputusan ujian pos turut menunjukkan peningkatan tahap pemikiran geometri pelajar setelah mereka menggunakan modul yang telah dibangunkan. Kata kunci: Pemikiran geometri; kemahiran berfikir kritis dan kreatif; perisian geometri interaktif The purpose of this research is to measure the level of students’ geometrical thinking after using a newly developed module based on Form Two topic on Circles using an Interactive Geometry software (IGS). The research comprises of two phases which are the development phase and the implementation phase. In the development phase, a learning module using KDE Interactive Geometry (KIG) software was developed. The questions in the module were developed based on the levels as proposed in the Van Hiele Model which are visualization, analysis and informal deduction. In the implementation phase, the developed module was then used as a treatment on three Form Two students involving one–group of pre–test post–test research design. The students were chosen randomly and they were given a pre and post test before and after the learning sessions of circles using IGS. While using the module, the students’ conversations with the researcher were recorded. The transcript was then analysed to determine the types of critical and creative thinking utilised by the students. The critical and creative thinking indicators as suggested by the Curriculum Development Centre were referred. The students’ work completed in the module, together with their work saved in hard disk were analysed for the purpose of identifying the students’ geometrical thinking levels. The results showed that the students were able to utilise various types of critical and creative thinking while solving the questions in the module. In addition, the students were also able to achieve the third level of geometrical thinking as proposed in van Hiele Model. The post test results indicated that the students’ geometrical thinking showed clear improvement after using the module. Key words: Geometrical thinking; critical and creative thinking; interactive geometry software

scholarly journals Evaluation by Experts and Designated Users on the Learning Strategy using SketchUp Make for Elevating Visual Spatial Skills and Geometry Thinking

2017 ◽  
Vol 31 (58) ◽  
pp. 819-840 ◽  
Author(s):  
Rohani Abd Wahab ◽  
Abdul Halim Abdullah ◽  
Mahani Mokhtar ◽  
Noor Azean Atan ◽  
Mohd Salleh Abu
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Spatial Skills ◽  
Dynamic Features ◽  
Van Hiele ◽  
Whole Process ◽  
Visual Spatial ◽  
Qualitative Approaches ◽  
Geometric Thinking ◽  
Van Hiele Model

Abstract The teaching and learning of Geometry should be meaningful and not merely reacting to the teacher's stimuli. Hence, students should be given opportunities to experiment when learning mathematics through exploration and investigation of geometric shapes by themselves. For that reason, a Learning Strategy for 3-dimensional Geometry using the SketchUp Make dynamic software, called LSPE-SUM was designed through a step-by-step instruction to help students to improve their visual spatial skills and geometric thinking. Visual spatial skills were carefully integrated onto each van Hiele levels of Geometry thinking through specific arrangement of specially crafted learning activities. Such arrangement was vital to ensure that students could achieve better cognitive enhancement in visual spatial skills by communicating and interacting physically and socially according to the hierarchical van Hiele model of Geometry thinking. LSPE-SUM capitalized the dynamic features of SketchUp Make to facilitate the elevation of visual spatial skills and Geometry thinking during the learning processes. The whole process of designing and developing the LSPE-SUM adopted the five cyclic stages of ADDIE instructional design model. The purpose of this article was to report the details of the final two stages, more specifically, implementation and evaluation of LSPE-SUM. This learning strategy was tried out twice upon twelve different students in a classroom setting over a period of 3 weeks each. Besides that, LSPE-SUM was also given to experts to obtain their views and evaluation on its functionality. Quantitative and qualitative approaches were used to collect data as well as to analyze the experts and students’ views on the suitability of LSPE-SUM. Analysis of students’ views suggested that LSPE-SUM has assisted most of them in elevating both their visual spatial skills and Geometry thinking; while, all experts claimed that LSPE-SUM was pedagogically functional and served its purposes well.

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