An investigation of the Van Hiele levels of thinking in geometry at the beginning of the ninth grade
This study was motivated by the controversy which exists over the approach to teaching geometry in grade nine. Which approach should be used to teach geometry at this grade level: inductive or deductive? This has been an issue of concern in Newfoundland and Labrador during the last five years. -- Th...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
1984
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| Online Access: | https://research.library.mun.ca/7949/ https://research.library.mun.ca/7949/1/Boone_WilbertArthur.pdf https://research.library.mun.ca/7949/3/Boone_WilbertArthur.pdf |
| Summary: | This study was motivated by the controversy which exists over the approach to teaching geometry in grade nine. Which approach should be used to teach geometry at this grade level: inductive or deductive? This has been an issue of concern in Newfoundland and Labrador during the last five years. -- The main purpose of the study was to investigate the level of thinking of grade nine students in geometry at the beginning of the school year. A second important aspect of the study was related to the text materials used to teach the geometry strand in grade eight. Also, it was attempted to determine if the mental development of grade nine students in geometry in Newfoundland and Labrador differed from those of students in the United States. -- The sample consisted of 1 004 grade nine students at the beginning of the school year in Newfoundland and Labrador. However, 75 students were eliminated from the sample because they were repeating grade nine (46) or using an alternative textbook series (29). Consequently, 929 students were included for data analysis. -- The students were required to provide information relative to their grade last year, the textbook used to study geometry in grade eight, and placement in grade nine this school year: advanced, academic, or practical. This information was utilized in data analysis. -- The students were administered a modified version of the van Hiele Geometry Test. This test included four levels of multiple-choice questions: Recognition, Analysis, Ordering, and Deduction. There were five questions at each level for a total of 20 questions. -- The students were classified according to the van Hiele theory of mental development in geometry. Each student was assigned a level: Recognition, Analysis, Ordering, or Deduction. It was possible to classify 88.7 percent of the sample using a criterion of 3 out of 5 items correct at each level. When a criterion of 4 out of 5 items correct at each level was applied, it was possible to classify 95 percent into a van Hiele level. In the case of 3 ... |
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