The van Hiele's model and cognitive visualization in learning geometry at secondary school
Abstract
In this research project cognitive visualization is considered as a support system in secondary students' transition from low level of the van Hiele's model of geometric thinking to higher level. The research sample consisted of thirty-two participants ranging from middle school to high school level. One of the participants was a seventh grade student, six were eight graders, thirteen were ninth graders, ten were tenth graders and two were eleventh grade students. The project intervention consisted in four geometric problems. The students had to solve these problems by using two different approaches: illustrative and cognitive visual. The outcomes of the study show that students are more successful in solving geometric problems when they are confronted with the visual sketch versus the illustrative figure. Results of the study also show that cognitive visual approach helps students improve their problem solving skills and reach a higher level of geometric thinking in the van Hiele's model.
Subject Area
Educational psychology|Mathematics education
Recommended Citation
Cabral, Barbara, "The van Hiele's model and cognitive visualization in learning geometry at secondary school" (2004). ETD Collection for University of Texas, El Paso. AAIEP10524.
https://scholarworks.utep.edu/dissertations/AAIEP10524