The van Hiele Model of Reasoning in Geometry : a Literature Review

learning;geometry;Van Hiele model;teaching;mathematics

Pusey, Eleanor Louise ; Hollylynne Stohl, Committee Chair,Pusey, Eleanor Louise ; Hollylynne Stohl ; Committee Chair

University:North Carolina State University

关键词: learning;    geometry;    Van Hiele model;    teaching;    mathematics;   

Others  :  https://repository.lib.ncsu.edu/bitstream/handle/1840.16/2275/etd.pdf?sequence=1&isAllowed=y

美国|英语

来源: null

【 摘 要 】

The objective of this paper has been to examine the van Hiele model of learning used to describe how students reason in geometry, the research that many others have conducted with regards to it, other related theories of learning, and the implications of van Hiele's theory for curricula, teacher education, and classroom practice.Initially, the levels of the van Hiele model are described in detail for the reader.The research on the van Hiele model is highlighted with respect to four different areas: 1) appropriate ways to assess students' levels of geometric reasoning and the results of those assessments, 2) assessment of preservice and inservice teachers' levels of reasoning, 3) instructional interventions used with students based on the van Hiele model, 4) interventions with both preservice and inservice teachers to promote awareness of the theory and improved knowledge of geometry content.A brief description of the developmental theory of Piaget and the SOLO Taxonomy of Biggs and Collis is given as a means of comparison to the van Hiele model.A synthesis of the advantages and disadvantages of each of the three theories is outlined.Finally, implications of the research on the van Hiele model are given with respect to curriculum, teacher education and teaching of geometry in addition to my own personal recommendations supported by this research and NCTM's standards.