Relevant bibliographies by topics / The theory of Van Hiele

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Academic literature on the topic 'The theory of Van Hiele'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "The theory of Van Hiele"

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Izzati, Fitri Amalia, Hadi Kusmanto, and Toheri Toheri. "Pengaruh Penerapan Teori Van Hiele Berbantuan Software Wingeom Terhadap Kemampuan Penalaran Matematika Siswa pada Materi Geometri." ITEJ (Information Technology Engineering Journals) 2, no. 1 (July 25, 2016): 19–25. http://dx.doi.org/10.24235/itej.v2i1.13.

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One of the purpose of mathematics is to develop students’ mathematical reasoning abilities. But in the fact indicate that objective can’t be realized optimally. This research aims to determine the effect of application Van Hiele theory aided software wingeom to mathematical reasoning ability students on geometry. This research is case study with a sample of 40 students and using technique purposive sampling. The technique of collecting data used questionnaire and essay tests. Based on analysis of questionnaire obtained an average percentage of 63,04%, that means the student responded strongly. While mathematical reasoning ability is quite an average of 67,25%. Based on the hypothesis test analysis whit significance 5% show there is the effect of application Van Hiele theory aided software wingeom to mathematical reasoning ability on geometry. From the regression equation obtained = 8,482 + 0,847 X. The coefficient is positive, that means there is a positive correlation between the application Van Hiele theory aided software Wingeom and mathematical reasoning ability. The coefficient of determination 0,166 meaning that 16% variable mathematical reasoning ability is determined by the Van Hiele theory aided application software wingeom, while the remaining 84% is explained by other variable. The application of Van Hiele theory aided Wingeom software significantly affect students’ mathematical reasoning ability on geometry.
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Howse, Tashana D., and Mark E. Howse. "Linking the Van Hiele Theory to Instruction." Teaching Children Mathematics 21, no. 5 (December 2014): 304–13. http://dx.doi.org/10.5951/teacchilmath.21.5.0304.

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Teppo, Anne. "Van Hiele Levels of Geometric Thought Revisited." Mathematics Teacher 84, no. 3 (March 1991): 210–21. http://dx.doi.org/10.5951/mt.84.3.0210.

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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.
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Anwar, Azwar. "Perbedaan Hasil Belajar Matematika Siswa ditinjau dari Level Geometri Van Hiele SMP Kelas VII." MANDALIKA Mathematics and Educations Journal 1, no. 2 (December 31, 2019): 74. http://dx.doi.org/10.29303/mandalika.v1i2.1536.

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This study aims to determine the distribution of student geometry levels based on Van Hiele's theory and find out the differences in students' mathematics learning outcomes in grade VII junior high school. The sampling technique is probability sampling and a sample of 182 students is obtained. Data collection techniques used were Van Hiele level geometry tests and test results. Data analysis used descriptive statistics and anova with a significance level of 5%. The results showed that only 170 students were included in the Van Hiele geometry level, namely 62 students were at level 0, 97 students were at level 1, 5 students were at level 2, and as many as 6 students are at level 3. In the inferential analysis based on analysis of variance (two-way anova) concludes that for learning outcomes based on Van Hiele level geometry obtained Fcount = 13.793 > Ftable = 9.28 means H0 is rejected means that there are differences in mathematics learning outcomes based on Van Hiele geometry level.AbstrakPenelitian ini bertujuan untuk mengetahui distribusi level geometri siswa berdasarkan teori Van Hiele dan mengetahui perbedaan hasil belajar matematika siswa di kelas VII SMP. Menggunakan teknik probability sampling dan diperoleh sampel sebanyak 182 siswa. Teknik pengumpulan data yang digunakan adalah tes level geometri Van Hiele dan tes hasil belajar. Analisis data menggunakan statistik deskriptif dan anova dengan taraf signifikansi sebesar 5%. Hasil analisis data menunjukkan bahwa dari 182 sampel, hanya 170 siswa yang termasuk dalam level geometri Van Hiele yaitu 62 siswa berada pada level 0, sebanyak 97 siswa pada level 1, sebanyak 5 siswa pada level 2, dan 6 siswa pada level 3. Analisis anova dua arah diperoleh Fhitung = 13,793 > Ftabel = 9,28 berarti H0 ditolak yang artinya terdapat perbedaan hasil belajar matematika berdasarkan level geometri Van Hiele.
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Handoko, Akbar, Santi Sartika, and Bambang Sri Anggoro. "Subject-specific pedagogy: Development of biology teaching materials based on van hiele thinking theory." JPBIO (Jurnal Pendidikan Biologi) 6, no. 1 (April 29, 2021): 125–32. http://dx.doi.org/10.31932/jpbio.v6i1.933.

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The learning tools used by teachers at the junior high school level are inadequate. This research aims to develop teaching tools based on Van Hiele thinking theory. This research method was research and development. Data collection was carried out using expert design validation sheets covering material, media, language, student response questionnaires, and teacher assessment sheets. The research results indicate that the percentage of science teacher (biology) assessments on the product were 76.5% and with proper criteria, after revision, the results show a higher percentage was 83% with very feasible criteria. The preliminary results or limited field trials of students have a percentage was 83% with very feasible criteria. Meanwhile, large group product trials have a percentage was 84%. This shows that the results of large group trials are higher when compared to limited trials (84%> 83%). So, concluded of this research that the Subject Specific Pedagogy based on Van Hiele thinking theory is very feasible to use.Keywords: Subject specific pedagogy, van hiele theory, teaching tools
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Lusyana, Evvy, and Wahyu Setyaningrum. "van Hiele instructional package for vocational school students’ spatial reasoning." Beta Jurnal Tadris Matematika 11, no. 1 (May 31, 2018): 79–100. http://dx.doi.org/10.20414/betajtm.v11i1.146.

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[Bahasa]: Artikel ini membahas kepraktisan dan keefektifan perangkat pembelajaran matematika sekolah menengah kejuruan (SMK) berbasis teori van Hiele dan berorientasi pada penalaran spasial. Perangkat pembelajaran berupa rencana pelaksanaan pembelajaran (RPP) dan lembar kegiatan siswa (LKS). Pengembangan perangkat pembelajaran dalam penelitian ini menggunakan model pengembangan ADDIE. Instrumen pengumpulan data terdiri dari lembar observasi keterlaksanaaan pembelajaran, lembar penilaian kepraktisan dari guru dan siswa, dan tes penalaran spasial. Subjek uji coba perangkat pembelajaran adalah 106 siswa dari tiga kelas di SMKN 2 Ngawi. Hasil penelitian menunjukkan bahwa perangkat pembelajaran matematika SMK menggunakan teori van Hiele berorientasi pada penalaran spasial praktis. Hal ini dapat dilihat dari respon guru dan siswa yang menyatakan bahwa perangkat dapat digunakan dalam pembelajaran di kelas. Selain itu, perangkat yang dikembangkan juga efektif dilihat dari persentase ketuntasan kemampuan penalaran spasial siswa mencapai 82% setelah menggunakan perangkat pembejalaran yang dikembangkan. Perangkat ini dapat menunjang kemampuan penalaran siswa karena menyediakan ilustrasi gambar dan bidang kartesius untuk memfasilitasi siswa berpikir spasial. Kata kunci: Perangkat Pembelajaran; van Hiele; Penalaran Spasial [English]: This paper discusses the practicality and effectiveness of mathematics instructional package for vocational school based on van Hiele theory and oriented to spatial reasoning. The learning package was developed using ADDIE’s model. The research instruments consisted of observation sheet, practicality assessment sheets from teachers and students, and spatial reasoning test. The tryout involved 106 students from three classes in SMKN 2 Ngawi. The result of research showed that instructional package of vocational school based on van Hiele theory is practical to use as can be seen from the teacher's and students’ responses. The instructional package was also considered to be effective because 82% of students passed the spatial reasoning test. The package provided figures illustration and Cartesian model that could support students’ spatial thinking. Keywords: Instructional Package; van Hiele; Spatial Reasoning
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Junedi, Beni. "PENERAPAN TEORI BELAJAR VAN HIELE PADA MATERI GEOMETRI DI KELAS VIII." MES: Journal of Mathematics Education and Science 3, no. 1 (November 14, 2017): 1–7. http://dx.doi.org/10.30743/mes.v3i1.213.

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This article discussed about theory applaying learning according Van Hiele is learning that focus on Geometry. This theory is found that to study Geometry the student have a development to think step by step certain. The steps student cognitive level consist of 1) Visualisation level is introducing level, 2) Analisys level is description level, 3) Abstraction level (deduction informal) is arraged level or relational level, 4) Deduction formal level, and 5) Rigor level is systhematys level. This implementation in the class Van Hiele determine some of learing faces 1) Information is about question answer for introducing the student, 2) Direction method is about the students to know the topic that have been learned by tools with accorate that have prepared the teacher make some observation, 3) Explication is explain a view appear about structure that have observation, 4) Free orientation is how the students faced task more than a way and task open ended and fase and 5) Integration is the students observe review and resume that have learn. Study applying theory Van Hiele more than applying on student activity, because student activity is role important on the procees of learning used study applying theory.
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Swafford, Jane O., Graham A. Jones, and Carol A. Thornton. "Increased Knowledge in Geometry and Instructional Practice." Journal for Research in Mathematics Education 28, no. 4 (July 1997): 467–83. http://dx.doi.org/10.5951/jresematheduc.28.4.0467.

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This study examined the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Forty-nine middle-grade (4-8) teachers participated in a 4-week program consisting of a content course in geometry and a research seminar on van Hiele theory. The pretest and posttest results showed significant gains in content knowledge and in van Hiele level. The analysis of a lesson-plan task revealed a significant shift in goals and expectations to the next higher van Hiele level. Follow-up observations of 8 teachers found marked changes in what was taught, how it was taught, and the characteristics teachers displayed. Teachers attributed these changes to increased geometrical content knowledge and research-based knowledge of student cognition.
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Elly S, As, and Novianti Mandasari. "Analisis Proses Abstraksi Matematika dalam Memahami Konsep dan Prinsip Geometri Ditinjau dari Teori Van Hiele." Jurnal Pendidikan Matematika (JUDIKA EDUCATION) 1, no. 2 (September 1, 2018): 61–70. http://dx.doi.org/10.31539/judika.v1i2.312.

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This study aims (1) to analyze the process of abstraction of class XI IPA 2 of Lubuklinggau State 6 High School in understanding the concept of geometry overviewed from Van Hiele theory; (2) to analyze the process of abstraction of students of class XI IPA 2 in Lubuklinggau State Senior High School 6 in understanding the principles of geometry overviewed from Van Hiele theory. The method used in the study was a qualitative method. The results of data analysis obtained from five thinking stages based on Van Hiele's theory that theoretical of grade XI science 2 students of State Senior High School 6 Lubuklinggau only at stage 0 to stage 2, meanwhile at stage 3 and stage 4 the level of thinking of students of class XI 2 Science 2 State Senior High School 6 Lubuklinggau was still having difficulties in drawing conclusions from general matters towards specific matters and at this stage it is also a stage of thinking that is high, complicated and complex. Therefore, it can be concluded that the level of thinking of XI IPA 2 students at State Senior High School 6 Lubuklinggau is still low. Keywords: abstraction process, geometry concept, Van Hiele theory
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Budiarti, Marlinda Indah Eka. "Analisis Proses Pemecahan Masalah Geometri Berdasarkan Teori Van Hiele." Qalam : Jurnal Ilmu Kependidikan 5, no. 2 (January 8, 2019): 33. http://dx.doi.org/10.33506/jq.v5i2.344.

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AbstractThis study aims to explore and describe the process of problem solving geometry reach the level of visualization 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. 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.
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Dissertations / Theses on the topic "The theory of Van Hiele"

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Nasser, Lilian. "Using the van Hiele theory to improve secondary school geometry in Brazil." Thesis, King's College London (University of London), 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281619.

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Mateya, Muhongo. "Using the van Hiele theory to analyse geometrical conceptualisation in grade 12 students: a Namibian perspective." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003706.

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The study reported here utilised a theory of levels of geometric thinking. This theory was proposed and developed by two Dutch mathematics educators, Pierre van Hiele and his wife, Dina van Hiele-Geldof. The van Hiele theory enables investigations into why many students experience difficulties in learning geometry. In many nations, such as the UK, the USA, Netherlands, the USSR and to a certain extent, Nigeria and South Africa, research evidence has indicated that the overall students’ mathematical competencies are linked to their geometric thinking levels. This study is the first of its kind to apply the van Hiele theory of geometric thinking in the Namibian context to analyse geometrical conceptualisation in Grade 12 mathematics students. In all, 50 Grade 12 students (20 from School A and 30 from School B) were involved in this study. These students wrote a van Hiele Geometry Test adapted from the Cognitive Development and Achievement in Secondary School Geometry test items. Thereafter, a clinical interview with the aid of manipulatives was conducted. The results from this study indicated that many of the School A and School B students who participated in the research have a weak conceptual understanding of geometric concepts: 35% of the School A and 40% of the School B subsamples were at the prerecognition level. 25% and 30% of the School A, and 20% and 23.3% of the School B students were at van Hiele levels 1 and 2 respectively. An equal number of students but different in percentages, 2 (10%) in School A and 2 (6.7%) in School B, were at van Hiele level 3. Only one student from School B attained van Hiele level 4. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The findings of this study also highlight issues of how the Namibian Grade 12 geometry syllabus should be aligned with the van Hiele levels of geometric thinking as well as the use of appropriate and correct language in geometrical thinking and problem solving.
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Gon?alves, Alan Jorge Ciqueira. "Uma proposta de ensino de c?nicas com o aux?lio do GeoGebra." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1753.

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Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-06-08T12:58:44Z No. of bitstreams: 1 2016 - Alan Jorge Ciqueira Gon?alves.pdf: 2968550 bytes, checksum: c41aeac563a3e880f387fa38231d62f7 (MD5)
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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This study aims to improve understanding of studies of conics. For this, we will use as theoretical foundation in the construction of the proposed activities, the geometric constructivist theory of Van Hiele. Moreover, in line with the new teaching, and learning tools, we use a dynamic geometry software, the GeoGebra
Este trabalho tem por objetivo melhorar a compreens?o do estudo de c?nicas. Para isto, usaremos como fundamenta??o te?rica na constru??o das atividades propostas a teoria construtivista geom?trica de Van Hiele. Al?m disso, em conson?ncia com as novas ferramentas de ensino e aprendizagem, utilizaremos um software de geometria din?mica, GeoGebra.
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Muyeghu, Augustinus. "The use of the van Hiele theory in investigating teaching strategies used by grade 10 geometry teachers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003703.

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This study reports on the extent to which selected mathematics teachers facilitate the teaching and learning of geometry at the van Hiele levels 1 and 2 at a Grade 10 level in selected schools in Namibia. It also addresses and explores the teaching strategies teachers employ in their classrooms. Kilpatrick et al.’s model for proficient teaching and the van Hiele model of geometric thinking were used to explore the type of teaching strategies employed by selected mathematics teachers. These two models served as guidelines from which interview and classroom observation protocols were developed. Given the continuing debate across the world about the learning and teaching of geometry, my thesis aims to contribute to a wider understanding of the teaching of geometry with regard to the van Hiele levels 1 and 2. There are no similar studies on the teaching of geometry in Namibia. My study concentrates on selected Grade 10 mathematics teachers and how they teach geometry using the van Hiele theory and the five Kilpatrick components of proficient teaching. As my research looks at teaching practice it was important to deconstruct teaching proficiency with a view to understanding what makes good teachers effective. The results from this study indicated that the selected Grade 10 mathematics teachers have a good conceptual understanding of geometry as all of them involved in this study were able to facilitate the learning and teaching of geometry that is consistent with the van Hiele levels 1 and 2.
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Yip, Yun-keen, and 葉潤建. "A comparative analysis of the intended and attained geometry curriculum in Hong Kong relative to the van Hiele level theory." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957614.

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Assad, Alessandra. "Usando o geogebra para analisar os níveis do pensamento geométrico dos alunos do ensino médio na perspectiva de Van Hiele." Universidade Estadual de Ponta Grossa, 2017. http://tede2.uepg.br/jspui/handle/prefix/2444.

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Submitted by Eunice Novais (enovais@uepg.br) on 2018-03-01T13:43:37Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) -Alessandra-Assad.pdf: 8992837 bytes, checksum: 39109f11342ebe17bfb50e8dcd0365a8 (MD5)
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O presente trabalho teve como finalidade a investigação dos níveis do pensamento geométrico de estudantes de um colégio público da cidade de Paranaguá/PR, tendo como fundamentação teórica a Teoria de Van Hiele. Dessa forma para atingir o objetivo proposto utilizou-se das Tecnologias Educacionais, por meio de atividades desenvolvidas com o software Geogebra. Os participantes da pesquisa eram estudantes de três turmas do primeiro ano do Ensino Médio de um colégio público da cidade de Paranaguá. Estes realizaram 13 (treze) atividades correspondentes as 15 (quinze) habilidades indicadas no referencial teórico utilizado, divididas em três níveis: nível 0 (visualização), nível 1 (análise), nível 2 (dedução informal). A metodologia utilizada para esta pesquisa tratou-se da forma exploratória e aplicada. Pela análise dos dados coletados na resolução das atividades, pode-se concluir que o nível 0 foi atingido pela maior parte dos estudantes, uma menor porcentagem dos estudantes conseguiu atingir o nível 1. Em relação ao nível 2 pode-se verificar que foi o nível com maior dificuldade nas três turmas. Estes resultados apontam que os estudantes do colégio, onde se realizou a pesquisa, não detêm as habilidades visual, verbal, lógica, desenho e aplicação condizentes com o nível de ensino, segundo a Teoria de Van Hiele. Diante da evidente defasagem no conteúdo de Geometria apresentada pelos estudantes, pode-se dizer que além do objetivo proposto, esta pesquisa corrobora com os trabalhos de Pavanelo(1993), Lorenzato (1995), Passos (2000) e Barbosa (2003) entre outros que dissertam a respeito do abandono da geometria nas escolas do Brasil. Os resultados obtidos são preocupantes, pois esta defasagem acarreta a não compreensão dos conteúdos que serão trabalhado posteriormente. Assim, algumas ações no planejamento do processo de ensino-aprendizagem da geometria precisam ser repensadas. No âmbito local, pretende-se apresentar os resultados desta pesquisa à equipe pedagógica da escola, assim como aos professores da área de Matemática para que planejamentos e estratégias sejam organizados a fim de melhorar as habilidades do pensamento geométrico dos estudantes para que possam se aproximar do nível que é condizente a eles, segundo a teoria utilizada.
The present dissertation had the purpose to investigate the levels of geometric thinking of students of public school in the city of Paranagua/PR, having as theoretical foundation the Theory of Van Hiele. Thus, in order to achieve the proposed objective, it was used the Educational Technologies, through activities developed with Geogebra software. The research participants were students of three classes of the first year of the High School of a public school of the city of Paranaguá. They performed 13 (thirteen) activities corresponding to 15 (fifteen) skills indicated in the theoretical framework used, divided into three levels: level 0 (visualization), level 1 (analysis), level 2 (informal deduction). The methodology used for this research was exploratory and applied. By analyzing the data collected in the resolution of activities, it can be concluded that the majority of the students reached level 0 and a lower percentage of the students managed to reach level 1. In relation to level 2, it can be verified that it was the most difficult level to achieve in the three classes. These results point out the students of the school where the research was carried out do not hold the visual, verbal, logical, design and application skills that correspond to the level of education, according to Van Hiele Theory. In addition to the proposed objective, this research corroborates the works of Pavanelo (1993), Lorenzato (1995), Passos (2000) and Barbosa (2003) among others who talk about the abandonment of geometry in Brazilian schools. The results obtained are worrisome, as this lag causes the lack of understanding of the contents that will be worked on later. Therefore, some actions in the planning of the teaching-learning process of geometry need to be rethought. At the local level, it is intended to present the results of this research to the pedagogical team of the school, as well as teachers in the Mathematics area, so that the planning and strategies are organized in order to improve students' geometric thinking abilities so that they can approach the level that is appropriate to them, according to the theory used.
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Alves, Andréia Rodrigues. "O desenho geométrico no 9º ano como estratégia didática no ensino da geometria." Universidade Federal de Alagoas, 2017. http://www.repositorio.ufal.br/handle/riufal/1736.

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This research aims to present part of the history of the Geometric Design history in Brazil, passing through significant historical moments, that played a very important role in the development of nowadays Geometric Design, searching for its importance, as well as what it‟s into the National Curricular Parameters (PCNs).The Van Hiele's Theory is presented through its different levels and how the teacher can use this theory and provide a better use of learning in Geometry. The works shows a previous and posteriori evaluation to diagnose the level of geometric learning of the students before and after the activities proposed in this paper, with reference as evaluation criterion the Theory of Van Hiele. Some activities were applied in a state school in Arapiraca-AL, with a 9th grade class, which involved basic geometric constructions to aid in the learning of Geometry. As results some considerations were taken into account about the activities that were proposed in the classroom and how they could help in the process of teaching and learning Geometry.
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Apresentamos, neste trabalho, um pouco da história do ensino do Desenho Geométrico no Brasil, que passando por momentos históricos significativos tiveram um papel muito importante no desenvolvimento do que se tem hoje sobre Desenho Geométrico, procurando sua importância, bem como o que dizem os Parâmetros Curriculares Nacionais. Mostramos, também, a Teoria de Van Hiele, passando por seus diferentes níveis e como o professor pode utilizar essa teoria e proporcionar um melhor aproveitamento de aprendizagem na Geometria. Apresentamos uma avaliação prévia e posteriori para diagnosticar o nível de aprendizagem geométrica dos alunos antes e depois da realização das atividades propostas nesta dissertação, tendo como critério de avaliação a Teoria de Van Hiele. Aplicamos algumas atividades em uma escola Estadual de Arapiraca-AL, com uma turma do 9º ano, que envolviam construções geométricas básicas para auxiliar na aprendizagem da Geometria. Finalizamos com as considerações sobre as atividades que foram propostas em sala de aula e como elas puderam auxiliar no processo de ensino e aprendizagem da Geometria.
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Geja, Nokuzola Hlaleleni. "Investigating a way of teaching transformation geometry in grade 9 applying van Hiele’s theory and Kilpatrick’s model : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020601.

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Transformation geometry has been neglected in our schools because teachers are often not proficient enough to teach it, as it was not part of the syllabus during their training. The study investigates effective ways of teaching transformation geometry in grade 9, applying van Hiele’s theory (1986) of geometry teaching and learning and Kilpatrick’s model of mathematical proficiency. The teaching programme activities require consistent use of physical manipulatives by the teacher for effective teaching, learning and understanding of geometric concepts. The type of study is a case study. Data collection tools are: - baseline evaluation, teacher & learner interviews (pre & post programme intervention) and observation (pre & post) during the implementation of the teaching programme. Results were analysed both qualitatively and quantitatively. My research findings show some improvement of learner performance after the application of the programme. Baseline evaluation shows that some learners attained below and above 30%. Interviews showed that some learners had problems before the implementation of the programme and some problems were eliminated by the use of the programme activities and learning progression was evident. Learner performance showed that learners had acquired some knowledge and critical thinking and reasoning skills, reflection skills, communication through LOLT improved, commitment to activities of the programme and teaching practice had improved. Learner performance showed that a learner can be in two different levels at the same time. Consistent use of manipulatives resulted in effective teaching and learning of geometry in grade 9. The results of this research support other researchers’ views of teaching geometry using van Hiele’s theory (1986) and Kilpatrick et al. (2001). Shaw (2002) argues that teaching geometry with manipulatives enhances conceptual understanding by the learner. In my opinion, it also promotes immediate intervention by the teacher as soon as the learner picks an incorrect object. The project enhanced and improved levels of communication between the learner, teacher and others in the classroom.
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Kotze, Jeannette. "The effect of a dynamic technological learning environment on the geometry conceptualisation of pre-service mathematics teachers / by Jeannette Kotze." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1359.

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Fredriksson, Amanda, and Josefin Ek. "Van Hiele´s teori : En litteraturstudie om elevers lärande och geometriundervisning utifrån van Hiele´s teori." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Matematikdidaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35363.

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Ämnesområdet för litteraturstudien är matematik, mer specificerat mot området geometri, gällande elevers lärande om geometriska figurer utifrån van Hiele´s teori. Det finns flera problemområden inom matematik, ett av dem är elevers svårigheter att benämna geometriska figurer och dess egenskaper med korrekt terminologi. Elevers matematiska språk och erfarenheter anses idag vara influerat av vardagligt språk, exempelvis benämns fyrhörning frekvent som fyrkant. Därför är syftet med vår litteraturstudie att klargöra relationen mellan undervisning gällande geometriska figurer och elevers lärande, utifrån van Hiele´s teori. Genomförande av denna litteraturstudie har gjorts genom analys av vetenskapliga publikationer i form av doktorsavhandlingar, forskningsartiklar och en antologi. Publikationerna som använts har hittats i databaserna ERIC och Google Scholar. Analys har gjorts med hjälp av en analysmall för att synliggöra likheter och skillnader som framgick mellan publikationerna. Urvalet som gjorts har baserats på våra frågeställningar. Genom denna litteraturstudie har vi konstaterat att van Hiele´s teori består av fem tankenivåer. Varje nivå uppnås successivt genom en stegvis progression. Progressionen har sin utgångspunkt i det konkreta och strävar mot det abstrakta. Inom van Hiele´s teori har språket en väsentlig roll och lärandet sker i en social kontext. Laboration och konkret material används som medel för att nå nästkommande nivå. En god begreppsförståelse är utvecklad när elever har nått abstraktion, vilket gör att konkret material inte behöver tillämpas mer. Vår slutsats är, inom geometriundervisning måste det finnas en progression från konkret till abstrakt, för att elever ska kunna utveckla god begreppsförståelse. Det finns möjligheter att tillämpa van Hiele´s teori i praktiken, eftersom den kan användas som både undervisningsmetod med hjälp av stöttande faser och som verktyg för bedömning. Van Hiele´s teori kan ge både elever och lärare möjligheter att utveckla matematiska kunskaper inom området geometri och därför anser vi van Hiele´s teori som relevant inför vårt kommande yrke som lärare.
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Books on the topic "The theory of Van Hiele"

1

Woodward, Ernest. Visualized geometry: A van Hiele level approach. Portland, Maine: J. Weston Walch, 1990.

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Fuys, David J. The van Hiele model of thinking in geometry among adolescents. Reston, VA (1906 Association Drive, Reston 22091): National Council of Teachers of Mathematics, 1988.

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Muijlwijk, Margreet van. De toekomst van Teiresias: Vrouwelijke gestalten van het gemis. Brussel: Vubpress, 1998.

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Steylaerts, H. F. Theorie van de muziek. Lier: Van In, 1987.

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Berndsen, F. A. H. Cultuur en methodologie: Over wijzen van bestaan en vormen van onderzoek. Groningen: Passage, 1995.

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Kritiek van de maatschappijkritische rede: De structuur van de maatschappijkritiek van de Frankfurter Schule. Muiderberg: Coutinho, 1986.

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Meeuse, Piet. De droom van de kennis. Amsterdam: De Bezige Bij, 2003.

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Halsema, Annemie. Dialectiek van de seksuele differentie: De filosofie van Luce Irigaray. Amsterdam: Boom, 1998.

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Brakel, J. van. Filosofie van de wetenschappen. Muiderberg: D. Coutinho, 1988.

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Peter Maria van der Staal. Toekomstonderzoek en wetenschap: Over de grondslagen van wetenschappelijke methoden en technieken van toekomstonderzoek. [Delft]: Delftse Universitaire Pers, 1988.

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Book chapters on the topic "The theory of Van Hiele"

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Pegg, John. "The van Hiele Theory." In Encyclopedia of Mathematics Education, 1–4. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77487-9_183-4.

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Pegg, John. "van Hiele Theory, The." In Encyclopedia of Mathematics Education, 896–900. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_183.

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Pegg, John. "The van Hiele Theory." In Encyclopedia of Mathematics Education, 613–15. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_183.

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la Bastide-van Gemert, Sacha. "Freudenthal and the Van Hieles’ Level Theory." In All Positive Action Starts with Criticism, 179–204. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9334-6_7.

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Johnson, Dana T., Marguerite M. Mason, and Jill Adelson. "The van Hiele Levels of Geometric Understanding." In Polygons Galore!, 10–11. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003237204-6.

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Rehm, Matthias, Catalin Stan, Niels Peter Wøldike, and Dimitra Vasilarou. "Towards Smart City Learning: Contextualizing Geometry Learning with a Van Hiele Inspired Location-Aware Game." In Entertainment Computing - ICEC 2015, 399–406. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24589-8_32.

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Wu, Der-Bang, Hsiu-Lan Ma, Guey-Shya Chen, and Hei-Tsz Chang. "An Application of GM(0,N) on Analyzing the First Van Hiele Geometrical Thinking Level." In Understanding Complex Systems, 371–83. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13938-3_32.

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Göhner, Julia Friederike, and Lukas Steinbrink. "Ontological Commitments, Ordinary Language and Theory Choice." In Peter van Inwagen, 41–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70052-6_3.

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Charalambous, Michael G. "The van Douwen Technique for Constructing Counterexamples." In Dimension Theory, 187–200. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22232-1_25.

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Fujita, Shigeji, and Kei Ito. "De Haas–Van Alphen Oscillations." In Quantum Theory of Conducting Matter, 133–49. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-74103-1_11.

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Conference papers on the topic "The theory of Van Hiele"

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Sari, Christina Kartika, Isnaeni Umi Machromah, and Zakkiyah. "Developing Circle Module Based on Van Hiele Theory." In SEMANTIK Conference of Mathematics Education (SEMANTIK 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200827.120.

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Watan, Saepul, and Sugiman. "The Van Hiele theory and realistic mathematics education: As teachers’ instruction for teaching geometry." In Proceedings of the 17th International Conference on Ion Sources. Author(s), 2018. http://dx.doi.org/10.1063/1.5054479.

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Musdi, Edwin, and Nila Gusnita. "Development of Mathematical Learning Devices Using Van Hiele Theory in Geometry of The Students In Grade VIII Secondary High School." In Proceedings of the 2nd International Conference on Mathematics and Mathematics Education 2018 (ICM2E 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icm2e-18.2018.14.

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Rahmawati, Fadhilah, Megita Dwi Pamungkas, and Rizki Sariningtias. "The Van Hiele Geometry Thinking Level of Autism Students." In Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200129.167.

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Patsiomitou, Stavroula. "The Development of Students Geometrical Thinking through Transformational Processes and Interaction Techniques in a Dynamic Geometry Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3235.

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The paper draws on a didactic experiment conducted in a secondary school mathematics classroom in Greece which aimed to explore a) ways in which students develop problem representations, reasoning and problem-solving, making decisions and receiving feedback about their ideas and strategies in a DGS-supported environment b) ways in which students develop rigourous proof through building linking visual active representations and c) ways to develop students’ van Hiele level. The mathematical problem the students engaged with - either in the Geometer’s Sketchpad dynamic geometry enviroment (Jackiw, 1988) or in the static environment - generated potentially insightful data on the issues focused on the comparison between the experimental and control groups. Initially, three pairs from the experimental group explored the treasure problem within a dynamic geometry environment. The discussions and results of the discussion were videotaped. The problem was then reformulated by the researcher taking into account the research group’s retroaction, and re-explored by both the control and experimental groups in a paper-pencil test. The researcher then (semi) pre-designed multiple-page sketches detailing the sequential phases of the solution to the problem using rigorous proof, and in so doing transferring her classroom reaching style into the software design, drawing on the chain questioning method of Socrates, which aim to stimulate interaction. For this reason, she linked all the software func-tions/actions using the interaction techniques supported /facilitated by the Geometer’s Sketchpad v4 (DGS) environment (Jackiw, 1988) to better allow students to discover solution paths and to reason by rigorous proof. This mode of design and the results of the experimental use of the software with students led to the need to define two new concepts: the meanings of Linking Visual Active Representations (LVAR) and Reflective Visual Reaction (RVR). The researcher observed the students’ actions and thinking processes during the research process and offers a description and analysis of these processes. An analysis of the results of the experimental procedure revealed
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Lazarov, Borislav, and Rumyana Papancheva. "Computer Supported Evolution Inside Van Hiele Levels 1 and 2." In 8th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0005903001860192.

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Tajik, Nadia, and Manzil Maqsood. "INTEGRATING ICT IN MATHEMATICS: EVALUATING STUDENTS’ ACHIEVEMENT USING GEOGEBRA THROUGH VAN HIELE MODEL." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2635.

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Noviana, Widyah, and Windia Hadi. "The Effect of Van Hiele Learning Model Based Geogebra on Students’ Spatial Ability." In 1st Annual International Conference on Natural and Social Science Education (ICNSSE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210430.003.

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Şefik, Özgün, Selin Urhan, and Nazan Sezen-Yüksel. "Analysis of metacognitive skills and Van Hiele levels of geometric thinking through various variables." In 7TH INTERNATIONAL EURASIAN CONFERENCE ON MATHEMATICAL SCIENCES AND APPLICATIONS (IECMSA-2018). Author(s), 2018. http://dx.doi.org/10.1063/1.5078479.

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Wu, Der-Bang, Hsiu-Lan Ma, Guey-Shya Chen, and Hei-Tsz Chang. "An application of GM(0, N) on analyzing the first van Hiele geometrical thinking level." In 2009 IEEE International Conference on Grey Systems and Intelligent Services (GSIS 2009). IEEE, 2009. http://dx.doi.org/10.1109/gsis.2009.5408264.

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Reports on the topic "The theory of Van Hiele"

1

Sandler, S. I. The generalized van der Waals theory of pure fluids and mixtures. Office of Scientific and Technical Information (OSTI), June 1990. http://dx.doi.org/10.2172/6382645.

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Sandler, S. I. (The generalized van der Waals theory of pure fluids and mixtures). Office of Scientific and Technical Information (OSTI), September 1989. http://dx.doi.org/10.2172/5610422.

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Buijs, Arjen E., Susan de Koning, Thomas J. M. Mattijssen, Piet Groenendijk, Amanda Schadeberg, Ingeborg W. Smeding, Marie-José Smits, and Nathalie A. Steins. Burgerbetrokkenheid voor een transitie naar een natuurinclusieve samenleving : De theory of change van Beach Clean-up en Tiny Forest-initiatieven. Wageningen: Wageningen Environmental Research, 2021. http://dx.doi.org/10.18174/538557.

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