The Van Hiele Levels of Geometric Thought in Undergraduate Preservice Teachers

1983 ◽  
Vol 14 (1) ◽  
pp. 58 ◽  
Author(s):  
Joanne Mayberry
Keyword(s):  
Preservice Teachers ◽  
Van Hiele ◽  
Van Hiele Levels

scholarly journals Mathematical Abstraction of Year 9 Students Using Realistic Mathematics Education Based on the Van Hiele Levels of Geometry

2019 ◽  
Vol 6 (1) ◽  
pp. 1-12
Author(s):  
Heris Hendriana ◽  
Nelly Fitriani
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Traditional Learning ◽  
Realistic Mathematics Education ◽  
Reflective Abstraction ◽  
Van Hiele ◽  
Level Of Abstraction ◽  
Realistic Mathematics ◽  
Van Hiele Levels ◽  
Mathematical Abstraction

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 mathematical abstraction test, van Hiele geometry test, and interview guidelines. The results of the high- and medium-ability students in the classroom using RME approach showed that VHLG was at the Deduction level and the abstraction ability was dominated by Empirical and Reflective Abstraction, whereas the low-ability students are at the level of Abstraction, they had imperfect Empirical and Reflective Abstraction. As for the high-ability students in the traditional learning classroom, the VHLG was at the level of Abstraction; their Reflective Abstraction was at the Representation level. While concerning the low- and medium-ability students, the VHLG was at the Analysis level; they mastered the Reflective Abstraction at the level of Recognition. This study indicates that the RME approach can trigger the development of mathematical abstraction, and accelerate the van Hiele levels of geometry progress.

Characterizing the van Hiele Levels of Development in Geometry

1986 ◽  
Vol 17 (1) ◽  
pp. 31 ◽  
Author(s):  
William F. Burger ◽  
J. Michael Shaughnessy
Keyword(s):  
Van Hiele ◽  
Van Hiele Levels

The Van Hiele Levels of Geometric Thought in Undergraduate Preservice Teachers

1983 ◽  
Vol 14 (1) ◽  
pp. 58-69 ◽  
Author(s):  
Joanne Mayberry
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Van Hiele ◽  
High School Geometry ◽  
School Geometry ◽  
Geometric Concepts ◽  
Mathematics Educators ◽  
Four Levels ◽  
Scalogram Analysis ◽  
Different Levels

This study operationally defined and studied the five learning levels hypothesized by P. M. van Hiele and D. van Hiele-Geldof. Tasks were designed for the first four levels using seven common geometric concepts and revised after review by 11 mathematics educators. Audiotaped interviews were given to 19 preservice elementary teachers, 13 of whom had studied high school geometry. Guttman's scalogram analysis showed that the tasks representing the levels formed a hierarchy. A test of consensus revealed that students were on different levels for different concepts. Responses, in general, showed that the typical student in the study was not ready for a formal deductive geometry course.

Geometry in the Junior High School

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

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

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