INTEGRATING ICT IN MATHEMATICS: EVALUATING STUDENTS’ ACHIEVEMENT USING GEOGEBRA THROUGH VAN HIELE MODEL

2019 ◽  
Author(s):  
Nadia Tajik ◽  
Manzil Maqsood
Keyword(s):  
Van Hiele ◽  
Van Hiele Model

scholarly journals An instrument for measuring performance in geometry based on the van Hiele model

2016 ◽  
Vol 11 (13) ◽  
pp. 1194-1201 ◽  
Author(s):  
B S aacute nchez Garc iacute a Ana ◽  
Bel eacute n Cabello Ana
Keyword(s):  
Van Hiele ◽  
Van Hiele Model

Geometry in the Junior High School

1985 ◽  
Vol 78 (6) ◽  
pp. 411-418
Author(s):  
Fernand J. Prevost
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Research Interest ◽  
Van Hiele ◽  
Van Hiele Levels ◽  
Van Hiele Model

The van Hiele model of the learning of geometry currently enjoys both popular and research interest. Hoffer (1981) provides an overview of the model and identifies problems that are appropriate for students at each of the five van Hiele levels, the first three of which will be considered in this paper.

scholarly journals Effect of the Van Hiele Model in Geometric Concepts Acquisition: The Attitudes towards Geometry and Learning Transfer Effect of the First Three Grades Students in Jordan

2016 ◽  
Vol 9 (4) ◽  
pp. 87 ◽  
Author(s):  
Tahani Al-ebous
Keyword(s):  
Learning Transfer ◽  
Transfer Effect ◽  
Third Grade ◽  
Text Book ◽  
Average Performance ◽  
Van Hiele ◽  
The Third ◽  
Geometric Concepts ◽  
Van Hiele Model ◽  
Experimental Group

<p class="apa">This study aimed to investigate the Effect of the <em>van </em>Hiele model in Geometric Concepts Acquisition, and the attitudes towards Geometry and learning transfer of the first three grades students in Jordan. Participants of the study consisted of 60 students from the third grade primary school students from the First Directorate, Amman, in the academic year (2015-2016) and they were divided randomly into a control group and an experimental group. To achieve the objectives of the study, the teacher's guide was prepared for the unit of Engineering and Statistics "taken from the text book of Mathematics of the third grade in accordance with the model of the Hill, and the preparation of test engineering concepts which consisted of 17 questions of multiple choice, in addition to the scale of attitudes towards engineering and test learning transfer effect. Data were analyzed using ANCOVA and results were as follows: there are significant differences between the average performance of each of the two groups of the study on the scale of Geometric Concepts acquisition in favor of the experimental group taught by using the van Hiele model. And there are significant differences between the average performance of the two groups on a scale of attitudes towards geometry in favor of the experimental group taught by the van Hiele model. There are significant differences between the average performance of each of the two groups on the learning transfer test in favor of the group taught by the van Hiele model.</p>

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.

Activities for Students: The Archaeological Dig Site: Using Geometry to Reconstruct the Past

2001 ◽  
Vol 94 (3) ◽  
pp. 193-201
Author(s):  
Patricia S. Moyer ◽  
Wei Shen Hsia
Keyword(s):  
Real Life ◽  
Secondary Mathematics ◽  
Mathematics Students ◽  
Analytic Thinking ◽  
Van Hiele ◽  
Geometric Figures ◽  
The Past ◽  
Problem Situations ◽  
Mathematical Situation ◽  
Van Hiele Model

In secondary mathematics, students often see little connection between geometry and the real-life mathematical situations around them. When asked to describe geometric figures, their descriptions are sometimes no more than an identification of sides and angles. They have not had experience in using more than one property in a mathematical situation or in describing how two geometric properties are related. The van Hiele model of how students learn geometry proposes that students' understandings of geometry move from recognition to description to analysis (Fuys, Geddes, and Tischler 1988). For students to make this transition to analytic thinking, teachers need to create problem situations that enhance development of students' intuitive understandings. These investigations allow students to explore relationships among geometric shapes and to make conjectures about properties. The conjectures can then be stated formally as theorems.

Using Concept Diagrams to Promote Understanding in Geometry

1995 ◽  
Vol 2 (3) ◽  
pp. 184-189
Author(s):  
Jean M. Shaw ◽  
Conn Thomas ◽  
Ann Hoffman ◽  
Janis Bulgren
Keyword(s):  
Middle Grades ◽  
School Mathematics ◽  
Geometric Properties ◽  
Evaluation Standards ◽  
Van Hiele ◽  
Van Hiele Model

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) and the van Hiele model for geometric thought (Crowley 1987) advocate increasing students' understanding of geometric properties and relationships as they enter the intermediate anil middle grades.

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