Examination of 9th Graders' Levels of Geometric Thinking

Autor/inn/en	Mensah, Nana Boahen; Barton Odro, Emmanuel; Williams, Derek A.
Titel	Examination of 9th Graders' Levels of Geometric Thinking
Quelle	In: International Journal of Research in Education and Science, 9 (2023) 3, S.688-703 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mensah, Nana Boahen) ORCID (Barton Odro, Emmanuel) ORCID (Williams, Derek A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Grade 9; Geometric Concepts; Thinking Skills; Geometry; Mathematics Instruction; Mathematics Tests; High School Students; Barriers; Logical Thinking; Standards; Mathematics Curriculum; Definitions; Teaching Methods; Instructional Improvement; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Elementare Geometrie; Denkfähigkeit; Geometrie; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Standard; Begriffsbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsqualität; Ausland
Abstract	Robust understanding of geometry is important for students' future studies in mathematical sciences, many careers, and for understanding the world around them. Therefore, the aim of this study was to understand the geometric thinking levels of 9th graders in Ghana before they enter the Senior High School. This study used the van Hiele theory (Van Hiele-Geldof, 1957) to understand geometric thinking levels of 400 9th graders in western Ghana. These students were given the van Hiele Geometry Test (VHGT) developed by Usiskin (1982). The results showed that 56.2% of 9th graders demonstrated thinking at the pre-visualization level, 30.75%of the graders attained level 1(visualization), 12.5% reached level 2 and only 0.5% demonstrated level 3 thinking. These findings indicate that students are struggling to meet the Ministry of Education's curriculum standards. Additional analysis points to reasoning about properties of geometric figures using definitions and informal deductive reasoning, instead of relying on visual characteristics of diagrams as a specific obstacle for students. Recommendations are made for improving the teaching and learning geometry based on our findings. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01