scholarly journals Developing Circle Module Based on Van Hiele Theory

Author(s):  
Christina Kartika Sari ◽  
Isnaeni Umi Machromah ◽  
Zakkiyah
Keyword(s):  
2015 ◽  
Vol 9 (2) ◽  
pp. 159
Author(s):  
Fajar Hendro Utomo ◽  
Indah Setyo Wardhani ◽  
Muhammad Abdul Roziq Asrori

This objective of this study is to describe competency of mathematic communication based on Van Hiele theory on geometry course viewed from visual and kinesthetic learning styles.  The study was conducted in STKIP PGRI Tulungagung in November 2013 to August 2014, assigning 45 students as sample.  The study revealed that: First,  auditory learning style was achieved by: Level 1 = 0, Level 2 = 2, Level 3 = 9, Level 4 = 4, and Level 5 = 0, averaging at Level 3.  This means that students do not understand when they construct  definition, argument, role, formal deduction they worked;  Second, kinesthetic learning style was achieved by: Level 1 = 0, Level 2 = 6, Level 3 = 10, Level 4 = 2, and Level 5 = 0, averaging at Level 3.  This means that students do not understand on the work as done through auditory learning style.


2018 ◽  
Vol 15 (2) ◽  
pp. 245-255
Author(s):  
Maria Ulpah

Abstract : Geometry is one of the most important topics in mathematic. A teacher may know students’ geometric thought so the students can learan effectively. This paper describes how student learn to reason in geometry referring to Van Hiele theory. The best know part of the theory are the five levels which the van Hieles postulated. The levels are visualization, analysis, abstraction, deduction and rigor. The study shows that the student are in alanysis level generally. Keyword: Geometry, Van Hiele Teory, Intellectuality, Student.


2018 ◽  
Author(s):  
Marlinda Indah Eka Budiarti

This study aims to explore and describe the process of problem solving geometry reach the level of visualization, analysis and informal deduction based on the Van Hiele theory. This type of research is descriptive explorative and qualitative approach. Subject of the study was obtained from the high school students who were tested on the level of Van Hiele geometry. Each level of visualization, analysis and informal deduction taken two learners who can communicate well. The results of this study indicate that solving problems in geometry learners who attained think visualization is to identify problems and set goals using the language question. Troubleshooting on the geometry of learners who attained think theanalysis is through fifth troubleshooting step IDEAL using their own language, but less systematic. Troubleshooting on the geometry of students who reach a level of thinking is through the informal deduction fifth troubleshooting step IDEAL by systematically using their own language.


Author(s):  
Franklin Fernando Ferreira Pachêco ◽  
Gisele Ferreira Pachêco

<p>The objective of this work is to analyze the level of geometric knowledge of students of the 7th year of Elementary School, through the study of the square, mediated by Van Hiele Theory, which aims to verify the level of geometric knowledge through Of five levels of understanding in a hierarchical way. In addition, it serves as a contribution for the teacher to organize his classes and to identify the existing gaps about the geometric knowledge that the students possess, through a content, especially the one of the flat geometry. We approach a qualitative methodology with a diagnostic character. Participated in this work 26 students of the 7th grade of Elementary School of a public school, located in the municipality of São Vicente Férrer-PE. In this paper, we use two questions from a test. The first question presented a set of polygonal and non-polygonal figures, aiming at the students to identify the squares, from their physical form. The second question had as objective to verify if the students quoted the properties of the squares, exposing a greater knowledge of this geometric figure. According to the protocols presented by the students, the first question - which referred to the identification of the square from its physical form - presented a high success rate. The second question, which related to the properties of the square, presented a low success rate. Before our analysis, we can verify that, in the identification of the squares by means of their physical form, there is no evidence of difficulties by the students, but there is a certain fragility to cite their properties. In general, therefore, we analyze the protocols of the students, according to the levels of understanding of Van Hiele Theory, noting that these correspond to the level of analysis, because they are progressing in the perception of geometric knowledge, especially in the figure of the square</p>


2020 ◽  
Vol 23 (1-2) ◽  
pp. 49-56
Author(s):  
Anastasiya Dyupina ◽  
Marina Falileeva

The article presents using the van Hiele theory of geometric thinking for the organization of mixed training of students of the pedagogical Department of the N.I. Lobachevsky Institute of mathematics and mechanics KFU on the basis of SPOC course «Elementary mathematics: Plane geometry». Training includes the use of various IT-techniques and tools that can improve the quality of learning and form the necessary professional competence of the future teacher of mathematics. The course implements the technology of project-modular and inverted learning.


Pythagoras ◽  
2018 ◽  
Vol 39 (1) ◽  
Author(s):  
Jogymol Alex ◽  
Kuttickattu J. Mammen

After a long six-year lapse, the Curriculum and Assessment Policy Statement introduced in 2012 included geometry as part of the South African Grade 12 Mathematics Paper 2. The first cohort of matriculation students wrote Paper 2 in 2014. This article reports on the understanding of geometry terminology with which a group of 154 first-year mathematics education students entered a rural South African university in 2015; 126 volunteered to be part of the study. Responses to a 60-item multiple-choice questionnaire (30 verbally presented and 30 visually presented items) in geometry terminology provided the data for the study. A concept’s verbal description should be associated with its correct visual image. Van Hiele theory provided the lens for the study. An overall percentage mean score of 64% obtained in the test indicated that the majority of the students had a fairly good knowledge of basic geometry terminology. The students obtained a percentage mean score of 68% on visually presented items against that of 59% on verbally presented items implying a lower level thinking as per Van Hiele theory. The findings of this study imply a combination approach using visual and verbal representations to enhance conceptual understanding in geometry. This has to be complemented and supplemented through scaffolding to fill student teachers’ content gap.


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