Teaching and learning geometry: introducing the Van Hiele theory

Document Type : Research Paper

Authors

1 Department of Mathematics, Shahid Rajaee Teacher Training University, Tehran, Iran

2 Mathematics teacher, junior high school (Guilan Province)

Abstract

Among the branches of mathematics studied in school, geometry is faced with a wider range of misconceptions and learning difficulties, and learning it only occurs when there is a deep understanding. The Van Hiele Theory is one of the noteworthy theories in the realm of geometry, which introduces the idea of categorizing levels of geometric understanding and thinking, providing a framework for assessing an individual's level of geometric thinking. The aim of this present article, conducted in a review format and based on library research, is an attempt to raise awareness among the community of mathematics teachers and educators about the existence of this theory. Familiarity with this theory, and particularly the awareness that this theory was the doctoral dissertation of two geometry teachers who faced similar challenges in their geometry classes to those experienced by mathematics teachers in our country, has inspired the selection of this theory. If this theory does not provide answers to all the questions of interested teachers involved in teaching mathematics and geometry, it at least addresses a wide range of "whys" and "hows" of geometry teaching and learning. The evidence for this is the numerous global research studies conducted on this theory, which can in a way attest to the significance and value of this theory. Therefore, the Van Hiele Theory deserves further research and investigation.

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Main Subjects

References

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Mathematics and Society
Volume 4, Issue 3 - Serial Number 3
September 2019
Pages 9-22

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History

  • Receive Date: 06 July 2019
  • Revise Date: 15 February 2020
  • Accept Date: 25 February 2020
  • Publish Date: 22 November 2019

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