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Journal Article
The Van Hiele Levels of Geometric Thought in Undergraduate Preservice Teachers
Joanne Mayberry
Journal for Research in Mathematics Education
Vol. 14, No. 1 (Jan., 1983), pp. 58-69
Published
by: National Council of Teachers of Mathematics
DOI: 10.2307/748797
https://www.jstor.org/stable/748797
Page Count: 12
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Topics: Triangles, Mathematical concepts, Mathematics education, Circles, High schools, Conceptual hierarchies, Interviews, Attitude scales, Parallel lines
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Abstract
This study operationally defined and studied the five learning levels hypothesized by P. M. van Hiele and D. van Hiele-Geldof. Tasks were designed for the first four levels using seven common geometric concepts and revised after review by 11 mathematics educators. Audiotaped interviews were given to 19 preservice elementary teachers, 13 of whom had studied high school geometry. Guttman's scalogram analysis showed that the tasks representing the levels formed a hierarchy. A test of consensus revealed that students were on different levels for different concepts. Responses, in general, showed that the typical student in the study was not ready for a formal deductive geometry course.
Journal for Research in Mathematics Education
© 1983 National Council of Teachers of Mathematics