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A Study of Van Hiele of Geometric Thinking among 1st through 6th Graders
1
Professor, Department of Business Administration, Ling Tung University
2
Da Yeh University
3
National Taichung University of Education
Publication date: 2015-08-25
Corresponding author
Szu-Hsing Lin
Da Yeh University, 168, University Road., Dacun, Changhua 51591, Taiwan, 51591 Changhua, Taiwan
Da Yeh University, 168, University Road., Dacun, Changhua 51591, Taiwan, 51591 Changhua, Taiwan
EURASIA J. Math., Sci Tech. Ed 2015;11(5):1181-1196
KEYWORDS
TOPICS
K-12 EducationCognitive, Affective, and Social Aspects of Teaching and LearningCurriculum DevelopmentDidactic/Pedagogical IssuesTeaching/Learning StrategiesMathematics Education
ABSTRACT
Background:
This study presents partial results from the project “A Study of perceptual apprehensive, operative apprehensive, sequential apprehensive, and discursive apprehensive for elementary school students (POSD)”, which was undertaken to explore gender differences and passing rate of van Hiele’s geometric thinking level.
Materials and methods:
The participants were 5,581 elementary school students randomly selected from 23 counties/cities in Taiwan.
Results:
This paper analysed the passing rate of van Heile geometric thinking of Taiwanese 1st to 6th graders, and studied the gender differences at different grades. The statement below shows the passed population and the passing rate.
Conclusions:
The conclusions drawn from this study were: (a) evidence supporting the hierarchy of the van Hiele levels, (b) students at different levels have different concepts of basic figures, and (c) for elementary school students, the passing rates of boys and girls have no significant differences in van Hiele’s geometric thinking level.
This study presents partial results from the project “A Study of perceptual apprehensive, operative apprehensive, sequential apprehensive, and discursive apprehensive for elementary school students (POSD)”, which was undertaken to explore gender differences and passing rate of van Hiele’s geometric thinking level.
Materials and methods:
The participants were 5,581 elementary school students randomly selected from 23 counties/cities in Taiwan.
Results:
This paper analysed the passing rate of van Heile geometric thinking of Taiwanese 1st to 6th graders, and studied the gender differences at different grades. The statement below shows the passed population and the passing rate.
Conclusions:
The conclusions drawn from this study were: (a) evidence supporting the hierarchy of the van Hiele levels, (b) students at different levels have different concepts of basic figures, and (c) for elementary school students, the passing rates of boys and girls have no significant differences in van Hiele’s geometric thinking level.
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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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