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Journal articles on the topic 'Van-Hiele-Levels'

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Published: 4 June 2021

Last updated: 26 July 2025

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1

Senk, Sharon L. "Van Hiele Levels and Achievement in Writing Geometry Proofs." Journal for Research in Mathematics Education 20, no. 3 (1989): 309–21. http://dx.doi.org/10.5951/jresematheduc.20.3.0309.

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This study investigated relations between van Hiele levels, achievement in writing geometry proofs, and achievement in standard geometry content. Two hundred forty-one secondary school students who were enrolled in full-year geometry classes were tested in the fall for van Hiele level of thinking and entering knowledge of geometry, and in the spring for van Hiele level, standardized geometry achievement, and proof-writing achievement. Proof-writing achievement correlated significantly, .5 with fall van Hiele level, .6 with spring van Hiele level and with entering knowledge of geometry, and .7

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2

Ersoy, Meryem, Onur Alp İlhan, and Sevim Sevgi. "Analysis of the Relationship between Quadrilaterals Achievement Levels and Van Hiele Geometric Thinking Levels of the Seventh Grade Students." Higher Education Studies 9, no. 3 (2019): 1. http://dx.doi.org/10.5539/hes.v9n3p1.

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In this study, it was aimed to examine the relation between seventh-grade students&#39; quadrilaterals achievement levels and Van Hiele geometric thinking levels. Survey method was used. The sample of the study was 160 students from the three different districts of Kayseri, as Melikgazi, İncesu, and Tomarza. Van Hiele geometric thinking test and quadrilaterals achievement test, which was developed by the first researcher, were used to collect the data. Descriptive statistics such as mean, frequency, and standard deviation and percentage tables Pearson correlation analysis which was applied

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3

Gutiérrez, Angel, Adela Jaime, and José M. Fortuny. "An Alternative Paradigm to Evaluate the Acquisition of the van Hiele Levels." Journal for Research in Mathematics Education 22, no. 3 (1991): 237–51. http://dx.doi.org/10.5951/jresematheduc.22.3.0237.

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This article presents an alternative way of analyzing the van Hiele level of students' geometrical reasoning. We evaluate the students' answers, taking into account the van Hiele level they reflect and their mathematical accuracy. This gives us a description of how accomplished the students are in applying the procedures associated with each of the van Hiele levels and allows us to determine the students' degree of acquisition of the van Hiele levels. In this way we obtain a clearer picture of the students' geometrical reasoning than with the traditional assignment of one van Hiele level to th

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4

Ndungo, Issa, Sudi Balimuttajjo, and Edwin Akugizibwe. "Conceptual and Procedural Trajectories in Transformation Geometry: A Comparative Study of Technology-Enhanced and Conventional Van Hiele Phased Instruction." International Journal of Education, Technology and Science 5, no. 2 (2025): 160–84. https://doi.org/10.5281/zenodo.15577682.

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<strong>Abstract</strong> This study investigates the effectiveness of Technology-Enhanced Van Hiele Phased Instruction (TVHPI) compared to Conventional Van Hiele Phased Instruction (CVHPI) in enhancing learners' conceptual understanding and procedural fluency in transformation geometry. A quasi-experimental design was employed, involving 144 secondary school learners from six schools in Uganda. Conceptual and procedural understanding was assessed from learners’ test scripts using a 5-point performance scale, and performance across Van Hiele levels was analyzed using descriptive and infe

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Hendriana, Heris, and Nelly Fitriani. "Mathematical Abstraction of Year 9 Students Using Realistic Mathematics Education Based on the Van Hiele Levels of Geometry." Jurnal Didaktik Matematika 6, no. 1 (2019): 1–12. http://dx.doi.org/10.24815/jdm.v6i1.13285.

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Previous research regarding abstraction has not discussed abstraction qualitatively based on van Hiele levels. Thus, it is necessary to study abstraction analysis based on van Hiele levels through Realistic Mathematics Education (RME) approach. The purpose of this research was to analyze mathematical abstraction based on van Hiele levels of geometry (VHLG) through RME and traditional learning approach reviewed from the levels of prior knowledge. This research employed a descriptive qualitative method involving Year 9 junior high school students as the subjects. The instruments were a mathemati

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Lumbre, Angelina Pascua, Ma Nympha Beltran Joaquin, and Sheryl Lyn C. Monterola. "Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry." International Journal of Studies in Education and Science 4, no. 2 (2023): 113–23. http://dx.doi.org/10.46328/ijses.61.

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Using non-experimental quantitative correlational design, the van Hiele levels of thirty grade 9 mathematics teachers, as well as the achievement of 1489 students in geometry were investigated in this study. Results showed a significant difference with a substantial effect size of .64 between the achievement of students whose teachers are operating at level 5 in the van Hiele Levels of Geometric Thinking and those of students whose teachers are operating at level 2. This study underscored the importance to leverage on teachers’ van Hiele level of geometric thinking as it is highly correlated t

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7

Teppo, Anne. "Van Hiele Levels of Geometric Thought Revisited." Mathematics Teacher 84, no. 3 (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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8

Jurdak, Murad. "Van Hiele levels and the SOLO taxonomy†." International Journal of Mathematical Education in Science and Technology 22, no. 1 (1991): 57–60. http://dx.doi.org/10.1080/0020739910220109.

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9

Fuys, David. "Van Hiele Levels of Thinking in Geometry." Education and Urban Society 17, no. 4 (1985): 447–62. http://dx.doi.org/10.1177/0013124585017004008.

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10

Suwito, Abi, Ipung Yuwono, I. Nengah Parta, Santi Irawati, and Ervin Oktavianingtyas. "Solving Geometric Problems by Using Algebraic Representation for Junior High School Level 3 in Van Hiele at Geometric Thinking Level." International Education Studies 9, no. 10 (2016): 27. http://dx.doi.org/10.5539/ies.v9n10p27.

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<p class="apa">This study aims to determine the ability of algebra students who have 3 levels van Hiele levels. Follow its framework Dindyal framework (2007). Students are required to do 10 algebra shaped multiple choice, then students work 15 about the geometry of the van Hiele level in the form of multiple choice questions. The question has been tested levels of validity and reliability. After learning abilities and levels van Hiele algebra, students were asked to answer two questions descriptions to determine the ability of students in answering the question of algebraic geometry punc

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11

Muhammad, Nasiru Hassan, Halim Abdullah Abdul, and Ismail Norulhuda. "Rethinking strategy on developing students' levels of geometric thinking in Sokoto state, Nigeria." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 444–50. https://doi.org/10.11591/ijere.v12i1.23531.

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Geometric thinking skills remained a topical issue in mathematics education. The purpose of this research is to investigate the van Hiele levels of geometric thinking skills of the students in Sokoto state to provide a clear picture of the students’ levels for the appropriate development of learning activities, and better understanding. The study involves three mathematics teachers and 200 students (100 students each of basic and senior secondary school students). The samples of the teachers were purposely selected and students were randomly selected. There were two instruments used in t

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12

Anwar, Azwar. "Perbedaan Hasil Belajar Matematika Siswa ditinjau dari Level Geometri Van Hiele SMP Kelas VII." MANDALIKA Mathematics and Educations Journal 1, no. 2 (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 studen

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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 (2019): 74–80. http://dx.doi.org/10.29303/jm.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 studen

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Prevost, Fernand J. "Geometry in the Junior High School." Mathematics Teacher 78, no. 6 (1985): 411–18. http://dx.doi.org/10.5951/mt.78.6.0411.

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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.

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15

Dimla, Robin B. "Probing Students’ Levels of Geometric Thinking in Geometry and Their Enacted Example Space Function." Journal of Education in Black Sea Region 4, no. 1 (2018): 155–63. http://dx.doi.org/10.31578/jebs.v4i1.162.

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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 ge

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16

Asdar Ahmad. "Geometrical Abstraction on VAN Hiele Levels Among Mathematics Undergraduates." Communications on Applied Nonlinear Analysis 32, no. 5s (2024): 268–76. https://doi.org/10.52783/cana.v32.3074.

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This research aims to analyze the geometrical abstraction on van Hiele levels among Mathematics Undergraduates at The State University of Makassar by utilizing an explanatory sequential mixed methods approach. Research subjects are selected by using a purposive sampling method from each van Hiele level to analyze their geometrical abstractions through geometrical abstraction tests and interviews. Data analysis includes: 1) statistical analysis, 2) qualitative data collection, 3) thematic analysis, 4) result interpretation, and 5) source triangulation. NVivo 12 software assists in coding qualit

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17

Savić, Snežana. "Van Hiele theory of geometric thinking in the mathematical teaching." Metodicka praksa 17, no. 2 (2017): 141–52. http://dx.doi.org/10.5937/metpra1701141s.

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Although the twentieth century was marked research in algebra, the emergence of the theory of geometric thinking encourages interest in geometric content. With increasing interest in geometric idea is important to research about the nature of geometrical reasoning and how it develops. This paper summarizes the theoretical framework for the study of geometrical reasoning van Hiele model of thinking in geometry. First, we give van Hiele theory of geometrical reasoning, levels of understanding of spatial relationships and geometric phase of learning content. Second, we present and analyze the int

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18

Hassan, Muhammad Nasiru, Abdul Halim Abdullah, and Norulhuda Ismail. "Rethinking strategy on developing students’ levels of geometric thinking in Sokoto state, Nigeria." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 444. http://dx.doi.org/10.11591/ijere.v12i1.23531.

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<span lang="EN-US">Geometric thinking skills remained a topical issue in mathematics education. The purpose of this research is to investigate the van Hiele levels of geometric thinking skills of the students in Sokoto state to provide a clear picture of the students’ levels for the appropriate development of learning activities, and better understanding. The study involves three mathematics teachers and 200 students (100 students each of basic and senior secondary school students). The samples of the teachers were purposely selected and students were randomly selected. There were two in

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19

Rodríguez-Pérez, Edwin Giovanni. "El concepto de derivada y el modelo de Van Hiele en estudiantes de licenciatura en matemáticas e informática de la Universidad." Eco matemático 6, no. 1 (2015): 43. http://dx.doi.org/10.22463/17948231.458.

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ResumenSe realizó una caracterización de los niveles de razonamiento geométrico de Van Hiele aplicados al concepto de derivada en una muestra de 40 estudiantes de cálculo diferencial, integral y multivariado del plan de estudios de licenciatura en matemáticas e informática, en el cual se describe, determina y compara los diferentes niveles encontrados, la investigación realizada mostró que es posible aplicar los niveles de razonamiento geométrico del modelo educativo de los esposos Van Hiele aun concepto propio de la Matemática.Palabras clave: Análisis,Concepto de derivada, Deducción, Formal,m

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Ulpah, Maria. "Analisis Tahap Berpikir Mahasiswa STAIN Purwokerto pada Materi Geometri." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 15, no. 2 (2018): 245–55. http://dx.doi.org/10.24090/insania.v15i2.1528.

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 Abstract : Geometry is one of the most important topics in mathematic. A teacher may know studentsâ€™ 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.

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Yunianta, Tri Nova Hasti, and Lusiyati Lusiyati. "IDENTIFIKASI KETERAMPILAN GEOMETRI SISWA LAKI-LAKI DAN PEREMPUAN SMP BERDASARKAN TINGKATAN VAN HIELE DALAM MENYELESAIKAN SOAL BANGUN DATAR." Satya Widya 36, no. 1 (2021): 45–55. http://dx.doi.org/10.24246/j.sw.2020.v36.i1.p45-55.

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This qualitative descriptive study aims to identify the geometry skills of both male and female secondary school (SMP) students based on Van Hiele level in solving a flat wake up problem. The selection of the subject using purposive sampling technique consisting of 2 students (1 male and 1 female) of 35 students in class VIII A SMP Negeri 2 Sumowono who have been working on a test adapted from the project CDASSG Usiskin ie VHGT test and the result has a level of geometry thinking van Hiele. This study will identify differences in geometry skills that exist in female and male students who have

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Choi, Inseon, and Haemee Rim. "Analysis of Changes in Robot Activity Levels in Mathematics Classes Based on Van Hiele Theory." Korean Society of Educational Studies in Mathematics - Journal of Educational Research in Mathematics 33, no. 2 (2023): 267–90. http://dx.doi.org/10.29275/jerm.2023.33.2.267.

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This study designed robot programming classes toward mathematical concepts and curriculum to introduce robotics, a representative technology of the Fourth Industrial Revolution era, into the mathematics classroom, and analyzed the changes in students’ van Hiele levels. This study presented the robot activity levels (RLs) per the van Hiele levels of geometric thinking (VLs), and applied each RL to the class’s design, including tasks. The students’ learning process and class results were analyzed to ascertain whether their VL increased. The class was conducted with gifted middle school students,

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23

Rahmah, Salma Mu'allimatur. "Profil Berpikir Geometri Siswa SMP dalam Menyelesaikan Soal Geometri Ditinjau dari Level Berpikir Van Hiele." MATHEdunesa 9, no. 3 (2021): 562–69. http://dx.doi.org/10.26740/mathedunesa.v9n3.p562-569.

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Abstrak Berpikir geometris merupakan serangkaian aktivitas yang dilakukan oleh siswa dalam menyelesaikan soal geometri meliputi visualisasi, konstruksi, dan penalaran. Terdapat perbedaan dalam proses berpikir geometris yang dilakukan para siswa dalam menyelesaikan soal. Salah satu yang mempengaruhi proses berpikir geometris siswa adalah level berpikir Van Hiele. Penelitian ini merupakan penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan profil berpikir geometris siswa dalam menyelesaikan soal geometri ditinjau dari level berpikir Van Hiele. Subjek penelitian ini terdir

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ÖZÇAKIR, Bilal, and Erdinç ÇAKIROĞLU. "Effects of Dynamic Geometry Activities on Seventh Graders' Achievement in Area of Quadrilaterals." International Journal for Mathematics Teaching and Learning 20, no. 2 (2019): 257–71. http://dx.doi.org/10.4256/ijmtl.v20i2.212.

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The aim of the study was to investigate the effects of mathematics instruction supported by dynamic geometry activities on seventh grade students' achievements in area of quadrilaterals, based on their van Hiele geometric thinking levels. The study was designed as a nonrandomized control group pretest and posttest research design. Participants of the study were 76 seventh grade students. Students in experimental group worked with dynamic geometry learning environment while other students worked in their conventional settings. The results of the study indicated that there is a significant inter

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25

Haviger, Jiří, and Iva Vojkůvková. "The van Hiele Levels at Czech Secondary Schools." Procedia - Social and Behavioral Sciences 171 (January 2015): 912–18. http://dx.doi.org/10.1016/j.sbspro.2015.01.209.

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Mensah, Nana Boahen, Emmanuel Barton Odro, and Derek A. Williams. "Examination of 9th Graders' Levels of Geometric Thinking." International Journal of Research in Education and Science 9, no. 3 (2023): 688–703. http://dx.doi.org/10.46328/ijres.3184.

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Robust understanding of geometry is important for students’ future studies in mathematical sciences, many careers, and for understanding the world around them. Therefore, the aim of this study was to understand the geometric thinking levels of 9th graders in Ghana before they enter the Senior High School. This study used the van Hiele theory (Van Hiele-Geldof, 1957) to understand geometric thinking levels of 400 9th graders in western Ghana. These students were given the van Hiele Geometry Test (VHGT) developed by Usiskin (1982). The results showed that 56.2% of 9th graders demonstrated thinki

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Rahmayani, Risti, Sukayasa Sukayasa, Dasa Ismaimuza, and Welli Meinarni. "ANALYSIS OF MATHEMATICAL LITERACY SKILLS OF STUDENTS IN CLASS VIII SMP NEGERI 3 DAMPELAS IN SOLVING GEOMETRY PROBLEMS IN TERMS OF VAN HIELE LEVEL." Prima: Jurnal Pendidikan Matematika 8, no. 2 (2024): 282. http://dx.doi.org/10.31000/prima.v8i2.10888.

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This research is a descriptive qualitative research that aims to analyze the mathematical literacy skills of SMP Negeri 3 Dampelas students in solving geometry problems in terms of Van Hiele levels. Subjects were selected based on the Van Hiele Geometry Test (VHGT) results by considering the subject teacher's suggestions. Data were collected using tests. The test instrument was prepared based on indicators of mathematical literacy skills and has met the valid criteria. The results of this study show that Van Hiele level 0 thinking subjects can only fulfill 2 indicators of mathematical literacy

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Bal, Ayten Pınar. "The effect of constructivist learning environment on the academic achievement and van Hiele Geometry Thinking Level of elementary school teaching department students in basic mathematics course." Pegem Eğitim ve Öğretim Dergisi 1, no. 3 (2011): 47–57. http://dx.doi.org/10.14527/c1s3m7.

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This study was done to find out the effect of the geometry teaching based on constructivist approach on geometric achievement and Van Hiele geometric thinking levels of elementary school teaching department students. The research was designed according to quasiexperimental research design with a pre-test and post-test control group. The population of the study consisted of students at Çukurova University, Faculty of Education; the sample of the study consisted of 70 first grade students at the elementary school teaching department of the same faculty. "Geometry Achievement Test", "Van Hiele Ge

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González, Antonio, José María Gavilán-Izquierdo, Inés Gallego-Sánchez, and María Luz Puertas. "A theoretical analysis of the validity of the Van Hiele levels of reasoning in graph theory." Journal on Mathematics Education 13, no. 3 (2022): 515–30. http://dx.doi.org/10.22342/jme.v13i3.pp515-530.

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The need to develop consistent theoretical frameworks for the teaching and learning of discrete mathematics, specifically of graph theory, has attracted the attention of the researchers in mathematics education. Responding to this demand, the scope of the Van Hiele model has been extended to the field of graphs through a proposal of four levels of reasoning whose descriptors need to be validated according to the structure of this model. In this paper, the validity of these descriptors has been approached with a theoretical analysis that is organized by means of the so-called processes of reaso

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Crowley, Mary L. "Criterion-Referenced Reliability Indices Associated with the van Hiele Geometry Test." Journal for Research in Mathematics Education 21, no. 3 (1990): 238–41. http://dx.doi.org/10.5951/jresematheduc.21.3.0238.

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Recently the work of Pierre M. van Hiele and Dina van Hiele-Geldofhas gained prominence in the study of the teaching and learning of geometry. Their three-part model (a) describes five sequential and discrete levels learners pass through as geometric thought develops, (b) discusses the nature of insight into geometric concepts, and (c) presents a guide to the development of geometric lessons. A detailed description of the complete model can be found in Crowley (1987).

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Herawati, Anisa, Zamzaili Zamzaili, and Hari Sumardi. "Analisis Pencapaian Level Berpikir Geometri Van Hiele Siswa ditinjau dari Kemandirian Belajar dan Kepercayaan Diri." JEMS: Jurnal Edukasi Matematika dan Sains 11, no. 1 (2022): 116–25. https://doi.org/10.25273/jems.v11i1.14207.

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Thingking geometry is the placement of students based on their ability to understand geometric figures. Van Hieleâ€™s theory states that studentâ€™s geometric thingking levels are sequentially through levels or levels, namely level 1 (analysis), Level 2 (abstraction), Level 3 (deduction) and Level 4 (rigor). This study aims to determine and describe the achievement of van hiele geometric thingking level in term of learning independence and self-confidence. The reasearch method used in this research is descriptive qualitative. The instrument used is a van hiele geomery test item and a questionn

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Zhou, Lili, Jinqing Liu, and Jane-Jane Lo. "A Comparison of U.S. and Chinese Geometry Standards through the Lens of van Hiele Levels." International Journal of Education in Mathematics, Science and Technology 10, no. 1 (2021): 38–56. http://dx.doi.org/10.46328/ijemst.1848.

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The present study aims to compare the geometry standards in U.S. Common Core State Standards of Mathematics (CCSSM) and Chinese Compulsory Education Mathematics Curriculum Standards (CMCS) through the lens of van Hiele levels. The study considered a standard unit as one or multiple learning expectation(s) and placed each learning expectation into van Hiele levels. By examining the van Hiele level distributions of the learning expectations and major topics, this study investigated how CCSSM and CMCS propose the students' development of geometric thoughts. The findings reveal different emphases

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최민정 and Hong chan Son. "A Study on Middle School Students’ van Hiele Levels." Teacher Education Research 55, no. 3 (2016): 399–408. http://dx.doi.org/10.15812/ter.55.3.201609.399.

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Burger, William F., and J. Michael Shaughnessy. "Characterizing the van Hiele Levels of Development in Geometry." Journal for Research in Mathematics Education 17, no. 1 (1986): 31. http://dx.doi.org/10.2307/749317.

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Senk, Sharon L. "Van Hiele Levels and Achievement in Writing Geometry Proofs." Journal for Research in Mathematics Education 20, no. 3 (1989): 309. http://dx.doi.org/10.2307/749519.

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Burger, William F., and J. Michael Shaughnessy. "Characterizing the Van Hiele Levels of Development in Geometry." Journal for Research in Mathematics Education 17, no. 1 (1986): 31–48. http://dx.doi.org/10.5951/jresematheduc.17.1.0031.

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This study provides a description of the van Hiele levels of reasoning in geometry according to responses to clinical interview tasks concerning triangles and quadrilaterals. The subjects were 13 students from Grades 1 through 12 plus a university mathematics major. The tasks included drawing shapes, identifying and defining shapes, sorting shapes, determining a mystery shape, establishing properties of parallelograms, and comparing components of a mathematical system. The students' behavior on the tasks was consistent with the van Hieles' original general description of the levels, although t

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Perdikaris, Steve. "Mathematizing the van Hiele levels: a fuzzy set approach." International Journal of Mathematical Education in Science and Technology 27, no. 1 (1996): 41–47. http://dx.doi.org/10.1080/0020739960270106.

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Casanova, Joanne Ramirez, Claudeth Cathleen Canlas Cantoria, and Minie Rose Caramoan Lapinid. "STUDENTS’ GEOMETRIC THINKING ON TRIANGLES: MUCH IMPROVEMENT IS NEEDED." Infinity Journal 10, no. 2 (2021): 217. http://dx.doi.org/10.22460/infinity.v10i2.p217-234.

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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 t

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Neel-Romine, LeAnn E., Sara Paul, and Kathryn G. Shafer. "Get to Know a Circle." Mathematics Teaching in the Middle School 18, no. 4 (2012): 222–27. http://dx.doi.org/10.5951/mathteacmiddscho.18.4.0222.

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Ortiz, Enrique. "Construct It! Triangle Puzzle Challenges." Mathematics Teacher: Learning and Teaching PK-12 116, no. 10 (2023): 730–36. http://dx.doi.org/10.5951/mtlt.2023.0080.

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Anwar, Azwar, Bertu Rianto Takaendengan, Luluk Nirwana, and James James. "Analisis Kecerdasan Spasial Siswa dalam Menyelesaikan Soal-Soal Geometri Berdasarkan Tingkat Berpikir Van Hiele." Jurnal Pendidikan Matematika (Judika Education) 5, no. 2 (2022): 116–25. http://dx.doi.org/10.31539/judika.v5i2.4778.

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The purpose of this research is to describe, identify and analyze students' spatial intelligence in working on geometry problems according to Van Hiele's theory. The method used in this research is descriptive research with a qualitative approach. This research was conducted at SMP Negeri 2 Tarakan. The research instrument used was the Van Hiele geometric thinking level test and spatial ability test, interview guides and documentation. Prior to use, the test, an interview guide, was first validated. The data analysis technique will be used in 4 stages, namely collecting, reducing, presenting,

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Sert Çelik, Hülya, and Gül Kaleli Yılmaz. "Investigation of studies published in different countries on van Hiele geometric thinking levels." Kocaeli Üniversitesi Eğitim Dergisi 8, no. 1 (2025): 1–26. https://doi.org/10.33400/kuje.1507429.

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In this study, the aims of the studies on van Hiele geometric thinking levels in the international literature were examined and evaluated in depth in terms of methods, sample groups, data collection tools, results and recommendations. In this context, the data of 81 studies conducted between 1982 and 2022 on van Hiele geometric thinking levels were analyzed. These studies were accessed through Bursa Uludağ University library (EBSCOhost, ProQuest and ProQuest Dissertation and Theses databases) and Google Scholar. Each study included in the research was evaluated by content analysis method, and

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Asna, Alivia Nur, Edy Soedjoko, and Scolastika Mariani. "Description of Van Hiele's geometry thinking ability in solving open ended problems in the 7E-Learning Cycle in terms of self efficacy." Unnes Journal of Mathematics Education 10, no. 1 (2021): 20–26. http://dx.doi.org/10.15294/ujme.v10i1.31245.

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Provision of geometry material carried out at several levels of education confirms that the burden of children's knowledge in receiving different geometry material is adjusted to the ability of children at each stage. This agrees with the theory of geometry thinking conveyed by Van Hiele. One of the constructivism learning models that is expected to be able to improve problem solving skills in students, including the 7E Learning Cycle model. The purpose of this study is (1) to describe the development of Van Hiele Geometry thinking skills in students in solving open ended problems in 7E Learni

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Rizki, Heru Tri Novi, Ariyadi Wijaya, and Diena Frentika. "PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN KNISLEY BERORIENTASI PADA LEVEL BERPIKIR VAN HIELE DAN KEMAMPUAN PENALARAN ADAPTIF." AXIOM : Jurnal Pendidikan dan Matematika 9, no. 1 (2020): 64. http://dx.doi.org/10.30821/axiom.v9i1.7237.

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<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong></p><p class="AfiliasiCxSpMiddle">Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran geometri dengan pendekatan model pembelajaran matematika Knisley untuk meningkatkan level berpikir Van Hiele dan kemampuan penalaran adaptif siswa kelas VII SMP. Pengembangan perangkat pembelajaran ini didasarkan pada empat tahapan model pembelajaran matematika Knisley yang terdiri dari <em>allegorization, integrator, analysis</em>, dan <em>synthesis.</em> Penelitian ini

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Ngirishi, Harrison, and Sarah Bansilal. "AN EXPLORATION OF HIGH SCHOOL LEARNERS’ UNDERSTANDING OF GEOMETRIC CONCEPTS." Problems of Education in the 21st Century 77, no. 1 (2019): 82–96. http://dx.doi.org/10.33225/pec/19.77.82.

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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 an

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Dominguez-Contreras, Victor Manuel, and Mary Lu Sanchez-Galeano. "El concepto de derivada en estudiantes de educación media." Eco matemático 7, no. 1 (2016): 86. http://dx.doi.org/10.22463/17948231.1105.

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Resumen El artículo muestra la caracterización de niveles de razonamiento geométrico aplicados al concepto de derivada en una muestra de 40 estudiantes de educación media, en el cual se describe, determina y compara los diferentes niveles encontrados, la investigación realizada mostró que es posible aplicar los niveles de razonamiento geométrico. Conclusión: El modelo de Van Hiele permite evaluar el nivel de razonamiento geométrico en el que se encuentran los estudiantes de educación media en el concepto de derivada.Palabras clave: Análisis, derivada, niveles de razonamiento geométrico, Ordena

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Armah, Robert. "Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana." Teacher Education and Curriculum Studies 9, no. 2 (2024): 40–51. http://dx.doi.org/10.11648/j.tecs.20240902.12.

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This study investigates the geometric thinking levels of final year prospective mathematics teachers in Ghana, utilizing the van Hiele model to evaluate their proficiency. The main purpose was to assess whether university undergraduate mathematics education provides a sufficiently strong foundation for teaching senior high school geometry. A descriptive survey design was employed, involving 1,255 prospective mathematics teachers from three universities: University of Education Winneba (UEW), University of Cape Coast (UCC), and Akenten Appiah-Menka University of Skills Training and Entrepreneur

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Whittaker, Heather, and Iris DeLoach Johnson. "Interactive Geometry Software in the B.C. (Before Computers) Era." Mathematics Teacher 99, no. 3 (2005): 170–76. http://dx.doi.org/10.5951/mt.99.3.0170.

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The use of 3×5 cards to explore geometric relationships through the first three van Hiele levels of geometric reasoning. Students engage in reasoning and proof as they explore concepts related to parallel lines and quadrilaterals.

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Yalley, Edward, Gloria Armah, and Richard Kwame Ansah. "Effect of the VAN Hiele Instructional Model on Students’ Achievement in Geometry." Education Research International 2021 (December 22, 2021): 1–10. http://dx.doi.org/10.1155/2021/6993668.

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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

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Bosse, Michael J., Anass Bayaga, Kathleen Lynch-Davis, and Ashley DeMarte. "Assessing Analytic Geometry Understanding: Van Hiele, SOLO, and Beyond." International Journal for Mathematics Teaching and Learning 22, no. 1 (2021): 1–23. http://dx.doi.org/10.4256/ijmtl.v22i1.274.

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In the context of analytical geometry, this study considers the mathematical understanding and activity of seven students analyzed simultaneously through two knowledge frameworks: (1) the Van Hiele levels (Van Hiele, 1986, 1999) and register and domain knowledge (Hibert, 1988); and (2) three action frameworks: the SOLO taxonomy (Biggs, 1999; Biggs & Collis, 1982); syntactic and semantic elaborations (Kaput, 1987a, 1987b, 1989); and isomorphic, transcendent, and mixed connections (Adu-Gyamfi, Bossé, & Lynch-Davis, 2019). Along with producing a fuller analysis of student work and communi

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