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.

scholarly journals Experts and designated users evaluations on visual tools screencast SketchUp Make (ViToS-SUM)

2021 ◽  
Vol 54 (6) ◽  
pp. 460-472
Author(s):  
Faridah Hanim Yahya ◽  
◽  
Gulzhaina K. Kassymova ◽  
Wasilatul Murtafiah ◽  
Suparman Suparman ◽  
...  
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Spatial Skills ◽  
Van Hiele ◽  
Whole Process ◽  
Visual Spatial ◽  
Significant Difference ◽  
Before And After ◽  
Teachers And Students

The problem and the aim of the study. Students at secondary school are facing problems in learning Mathematics for topic Geometry. The purpose of this study is to examine the validity of a learning strategy for 3-dimensional Geometry, using Visual Tools Screencast SketchUp Make, called ViToS-SUM. Research methods. ViToS-SUM consists of four components: level of van Hiele geometrical thinking, visual spatial skills, visual tools and video tutorial screencast SketchUp Make. A topic in form 3 mathematics, Plans and Elevations was chosen for this study. The whole process of design and development of ViToS-SUM adopted the five cyclic stages of ADDIE instructional design model. This article addresses the details of the final two stages specifically, implementation and evaluation prior to pilot test. Twelve students from a secondary school and three experts involved in this study. Quantitative approaches were used to collect data as well as to analyse the experts’ and students’ views on the appropriateness of ViToS-SUM. Results. The experts agreed that both visual spatial skills (mean = 5.00) and level of van Hiele geometrical thinking (mean = 4.61) should be embedded in ViToS-SUM. Moreover, the experts also agreed that the content of ViToS-SUM is suitable (mean = 4.51) with the mathematics content for topic Plans and Elevations. The pre and post test showed that there were significant differences in mean scores of visual spatial skills, before and after learning via ViToS-SUM (t=12.21; p<0.05). Furthermore, the pre and posttest also revealed that there is a significant difference in students’ level of van Hiele geometrical thinking before and after intervention (Z =-3.18; p < 0.05). Thus, ViToS-SUM had supported most of students in constructing concepts of Geometry. Meanwhile, the findings revealed that all experts agreed that ViToS-SUM served as pedagogical learning strategy for Geometry. Conclusion. This learning strategy should be integrated in the mathematics curricular for secondary schools to increase students’ performance in Geometry. Training is needed for teachers in order to deliver the concepts of Geometry effectively using this mode of teaching. More computer facilities should be equipped to schools in order to encourage teachers and students to utilize technology in teaching and learning.

scholarly journals Design and Development of VH-iSTEM Learning Strategy on Geometric Thinking: An Experts’ Evaluation

2019 ◽  
Vol 8 (3S2) ◽  
pp. 723-732
Keyword(s):  
Engineering Design ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Learning Activity ◽  
Design And Development ◽  
Van Hiele ◽  
Qualitative Approaches ◽  
Geometric Thinking ◽  
Learning School

In the 21st century, the process of teaching and learning STEM subjects must shift from teacher-centered dominated learning process to students-centered. In this process, students can actively carry out the learning activity and make an experiment to reach their own conclusions. For this reason, this study designed a learning strategy on geometry called VH-iSTEM learning strategy through connections between the iSTEM approach, particularly the engineering design with van Hiele phases to help students improve their geometric thinking skills. Three basic skills in geometric thinking consisting of visualization, analysis, and informal deduction that covered triangles and quadrilaterals are considered in this study. The five-phase instructional model called ADDIE model was adopted in the whole process of design and development of the VH-iSTEM learning strategy. The researchers used quantitative and qualitative approaches to analyze the experts’ feedback on the suitability of the connections between the two phases, the activities provided, and the materials used. Also the VH-iSTEM learning strategy was tested on 30 students to ascertain its effectiveness based on the students’ level of thinking. The result indicated that VH-iSTEM learning strategy was pedagogically functional and effective in improving the geometric thinking skills of students. The researchers used only one group of students to determine the levels of thinking skills. This study is unique based on its ability to connect engineering design with van Hiele phases in learning school geometry.

scholarly journals VAN Hiele Level of Geometric Thinking among Secondary School Students

2020 ◽  
Vol 8 (6) ◽  
pp. 478-481
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Strategy ◽  
Thinking Skills ◽  
School Students ◽  
Van Hiele ◽  
Van Hiele Levels ◽  
Geometric Thinking ◽  
Level 1

Geometric thinking plays an important role in geometric achievement. It is also important in other fields, such as architecture, engineering, film, science, graphics, and arts. However, in Indonesian education curriculum, teaching and learning geometry does not emphasise the geometric thinking skills. Several studies revealed that Indonesian students could not come out from the lowered zone of the International exam, such as Trends in International Mathematics and Science Study (TIMSS), which caused by van Hiele levels of geometric thinking. Therefore, the purpose of this study was to investigate the van Hiele levels of geometric thinking among secondary school students in Makassar, Indonesia. A total of 298 respondents randomly took part in this study. The van Hiele geometric thinking test was used to assess the student's level of geometric thinking. Data were in ordinal form analysed according to the weighted van Hiele geometric thinking test scores presented in the table. The findings showed that most of the students were at the lowest level of geometric thinking. Several 123 and 93 respondents were at Level 0 (Visualisation) and Level 1 (Analysis), respectively. Meanwhile, 70 respondents were lower Level 0 and only a few respondents were in the upper Level 1. The result might be used as a fundamental source to produce a learning strategy in elevating van Hiele levels of geometric thinking.

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>

How ICT Affects the Understanding of Stereometry Among University Students

2018 ◽  
Vol 13 (1) ◽  
pp. 37-49
Author(s):  
Nicholas Zaranis ◽  
George M. Exarchakos
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Control Group ◽  
Teaching Methodology ◽  
Van Hiele ◽  
Solid Geometry ◽  
Study Results ◽  
Second Year ◽  
Van Hiele Model

The purpose of this research is to compare the level of competence in stereometry of the university students taught using the authors' ICT oriented learning method based on the Van Hiele model for stereometry concepts, as opposed to traditional teaching methodology. The study deals with second year undergraduate students form the Department of Civil Engineering at Piraeus University. The sample was divided into two groups. The experimental group consisted of 99 students who were taught about basic concepts of solid geometry with the support of computers based on the Van Hiele model. Also, there were 90 students in the control group which were taught with traditional methodology using a dry erase board. The study results showed that teaching and learning through ICT is an interactive process for second year university students and has a positive effect on learning solid geometry concepts using the background of the Van Hiele model.

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.

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