This study aimed to investigate the Effect of the van Hiele model in Geometric Concepts Acquisition, and the attitudes towards Geometry and learning transfer of the first three grades students in Jordan. Participants of the study consisted of 60 students from the third grade primary school students from the First Directorate, Amman, in the academic year (2015-2016) and they were divided randomly into a control group and an experimental group. To achieve the objectives of the study, the teacher's guide was prepared for the unit of Engineering and Statistics "taken from the text book of Mathematics of the third grade in accordance with the model of the Hill, and the preparation of test engineering concepts which consisted of 17 questions of multiple choice, in addition to the scale of attitudes towards engineering and test learning transfer effect. Data were analyzed using ANCOVA and results were as follows: there are significant differences between the average performance of each of the two groups of the study on the scale of Geometric Concepts acquisition in favor of the experimental group taught by using the van Hiele model. And there are significant differences between the average performance of the two groups on a scale of attitudes towards geometry in favor of the experimental group taught by the van Hiele model. There are significant differences between the average performance of each of the two groups on the learning transfer test in favor of the group taught by the van Hiele model.

Additional excerpts

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Linking Theory and Practice in Teaching Geometry.

Effect of the Van Hiele Model in Geometric Concepts Acquisition: The Attitudes towards Geometry and Learning Transfer Effect of the First Three Grades Students in Jordan.

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All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms.

This study aims to examine and highlight the extent of mathematics teacher's awareness of their student's geometrical misconceptions and mistakes in the intermediate education stage. The sample consisted of (400) first grade students and (40) teachers. The results showed that intermediate education stage students suffered from various geometrical misconceptions such as parallelogram, trapezoid, rhombus, etc. Additionally, the study spotlighted mathematics teachers' lack of awareness of their student's mistakes due to their poor introductory techniques, inability to put suitable instructional plans to teach geometrical concepts and analyze them into their sub-components, incapability to use various instructional methods to teach such concepts, and other negative factors. The study proposed some recommendation to benefit from by all concerned parties in the teachinglearning process to overcome students' geometrical misconceptions including educational planners, curricula authors, educational supervisors, and teachers. Finally, the study suggested some hints on future research in this field.

https://eujournal.org/index.php/esj/article/download/8372/8012

The Extent of Mathematics Teacher's Awareness of Their Students' Misconceptions in Learning Geometrical Concepts in the Intermediate Education Stage

Secondary School Students’ Meaning and Learning of Circle Geometry

Despite my positive views of geometry as one of the most interesting topics in the mathematics curriculum, others find it rather complicated and sometimes unbearable to successfully complete a geometry course. It is a common phenomenon that secondary school students globally struggle with simple geometric problems and their thinking and reasoning are generally below average. Although difficulties in geometric thinking and reasoning are prevalent in global educational research, problems in geometric conceptualisation still prevail. It is therefore the aim of this paper to report on the case study research that was conducted to examine, analyse and report on the findings of the experiences of selected mathematics teachers when they used the Van Hiele phases of instruction in designing and implementing a Grade 11 circle geometry teaching programme. The sample consisted of three selected Grade 11 mathematics teachers from the school where the researcher taught. The findings of this research revealed that teachers used and implemented all the five Van Hiele phases of instruction in their lessons whilst navigating quite freely from one phase of instruction to the next, but also returned to the earlier phases for clarification and reinforcement in their teaching. Teachers also saw the phases of instruction as a good pedagogical tool or template for planning and presenting lessons. The majority of the learners followed the instructions and seemed to obtain the answers faster than expected.

Using the Van Hiele phases of instruction to design and implement a circle geometry teaching programme in a secondary school in Oshikoto region: a Namibian case study

Linking Theory and Practice in Teaching Geometry.

Citations

Effect of the Van Hiele Model in Geometric Concepts Acquisition: The Attitudes towards Geometry and Learning Transfer Effect of the First Three Grades Students in Jordan.

All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms.

The Extent of Mathematics Teacher's Awareness of Their Students' Misconceptions in Learning Geometrical Concepts in the Intermediate Education Stage

Secondary School Students’ Meaning and Learning of Circle Geometry

Using the Van Hiele phases of instruction to design and implement a circle geometry teaching programme in a secondary school in Oshikoto region: a Namibian case study

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