TY - JOUR
T1 - Lessons Learnt from Employing van Hiele Theory Based Instruction in Senior Secondary School Geometry Classrooms
AU - Alex, Jogymol Kalariparambil
AU - Mammen, Kuttickattu John
N1 - Publisher Copyright:
© 2016. by the authors; licensee iSER, Ankara, TURKEY. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited.
PY - 2016
Y1 - 2016
N2 - This paper reports on a part of a study which was conducted to determine the effect of van Hiele theory based instruction in the teaching of geometry to Grade 10 learners. The sample consisted of 359 participants from five conveniently selected schools from Mthatha District in the Eastern Cape Province in South Africa. There were 195 learners in the experimental group and 164 learners in the control group. The experimental group was given van Hiele theory based geometry instruction and the control group was given traditional method of geometry instruction. A multiple choice geometry test was administered to the participants before and after five weeks of instruction (pre- and post-test design). The results indicated a statistically significant difference in the mean scores in favour of the experimental group. The significant improvement in the performance of the experimental group having more learners at level 2 than at level 0 and level 1 suggest that the van Hiele-based instruction had a positive effect in raising the learners’ levels of thinking compared to traditional instruction.
AB - This paper reports on a part of a study which was conducted to determine the effect of van Hiele theory based instruction in the teaching of geometry to Grade 10 learners. The sample consisted of 359 participants from five conveniently selected schools from Mthatha District in the Eastern Cape Province in South Africa. There were 195 learners in the experimental group and 164 learners in the control group. The experimental group was given van Hiele theory based geometry instruction and the control group was given traditional method of geometry instruction. A multiple choice geometry test was administered to the participants before and after five weeks of instruction (pre- and post-test design). The results indicated a statistically significant difference in the mean scores in favour of the experimental group. The significant improvement in the performance of the experimental group having more learners at level 2 than at level 0 and level 1 suggest that the van Hiele-based instruction had a positive effect in raising the learners’ levels of thinking compared to traditional instruction.
KW - geometry
KW - learners’ levels of thinking
KW - van Hiele theory based instruction
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U2 - 10.12973/eurasia.2016.1228a
DO - 10.12973/eurasia.2016.1228a
M3 - Article
AN - SCOPUS:85058976415
SN - 1305-8215
VL - 12
SP - 2223
EP - 2236
JO - Eurasia Journal of Mathematics, Science and Technology Education
JF - Eurasia Journal of Mathematics, Science and Technology Education
IS - 8
ER -