scholarly journals STUDENTS’ GEOMETRIC THINKING ON TRIANGLES: MUCH IMPROVEMENT IS NEEDED

2021 ◽  
Vol 10 (2) ◽  
pp. 217
Author(s):  
Joanne Ramirez Casanova ◽  
Claudeth Cathleen Canlas Cantoria ◽  
Minie Rose Caramoan Lapinid
Keyword(s):  
The Philippines ◽  
Pythagorean Theorem ◽  
Class Inclusion ◽  
Van Hiele ◽  
Van Hiele Levels ◽  
Geometric Thinking

A look into students’ misconceptions help explain the very low geometric thinking and may assist teachers in correcting errors to aid students in reaching a higher van Hiele geometric thinking level. In this study, students’ geometric thinking was described using the van Hiele levels and misconceptions on triangles. Participants (N=30) were Grade 9 students in the Philippines. More than half of the participants were in the van Hiele’s visualization level. Most students had imprecise use of terminologies. A few had misconceptions on class inclusion, especially when considering isosceles right triangles and obtuse triangles. Very few students correctly recognized the famous Pythagorean Theorem. Implications for more effective geometry teaching are considered.

scholarly journals AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS

2019 ◽  
Vol 77 (1) ◽  
pp. 82-96 ◽  
Author(s):  
Harrison Ngirishi ◽  
Sarah Bansilal
Keyword(s):  
South Africa ◽  
High School ◽  
Mathematical Proof ◽  
Sufficient Conditions ◽  
Poor Performance ◽  
Class Inclusion ◽  
Van Hiele ◽  
Geometric Thinking ◽  
Semiotic Representations ◽  
Necessary And Sufficient

There is much concern in South Africa about the poor performance of learners in mathematics, particularly in geometry. The aim of this research was to explore the understanding of basic geometry concepts by grade 10 and grade 11 learners in terms of the van Hiele’s levels of geometry thinking. The participants of the research were 147 learners from three high schools in a rural area in the south of KwaZulu Natal, South Africa. The results showed that the learners had difficulties with problems involving definitions of geometric terms, interrelations of properties and shapes, class inclusion and changing semiotic representations. It was also found that most of the learners were operating at the visual and the analysis levels of the van Hiele levels of geometric thinking. It is recommended that teachers should provide learners with tasks that require movements between semiotic representations, and to also focus attention on improving learners’ skills in proving aspects of mathematical relations. Keywords: geometry, high school, van Hiele theory, class inclusion, mathematical proof, necessary and sufficient conditions.

Van Hiele Levels of Geometric Thought Revisited

1991 ◽  
Vol 84 (3) ◽  
pp. 210-221
Author(s):  
Anne Teppo
Keyword(s):  
Classroom Practice ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Van Hiele ◽  
Van Hiele Levels ◽  
Van Hiele Theory ◽  
Geometric Thinking ◽  
Geometry Curriculum

The purpose of this article is to reexamine the van Hiele theory of levels of geometric thinking and to compare this theory with the geometry curriculum recommended by the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). Examples of activities for students are included to illustrate the ways in which van Hiele's theory can be translated into classroom practice.

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.

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