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Document Description
Title
An
investigation
of the
Van
Hiele
levels
of
thinking
in
geometry
at the
beginning
of the
ninth
grade
Author
Boone
,
Wilbert
Arthur
,
1945-
Description
Thesis
(M.Ed.)
--
Memorial
University
of
Newfoundland
,
1984.
Education
Date
1984
Pagination
viii, 80 leaves
Subject
Geometry--Study
and
teaching;
Mathematical
ability;
Degree
M.Ed.
Degree Grantor
Memorial University of Newfoundland. Faculty of Education
Discipline
Education
Language
Eng
Notes
Bibliography
:
leaves
60-62.
Abstract
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
out
of
5
, the
majority
of
students
were at the
recognition
and
analysis
levels
of the
van
Hiele
theory.
In the
case
of
4
out
of
5
, the
majority
of
students
were at the
recognition
level
or
below
recognition
level.
The
major
find
of the
investigation
was that
students
at the
beginning
of
grade
nine
are not
prepared
for
deductive
reasoning
according
to the
van
Hiele
model.
--
The
second
major
conclusion
related
to the
textbooks
used
to
teach
geometry
in
grade
eight
and the
level
of
thinking
of
students
at the
beginning
of
grade
nine.
It
was
found
that the
level
of
thinking
of
students
in
geometry
at the
beginning
of
grade
nine
was
independent
of the
textbook
used
for
geometry
instruction
in
grade
eight
when
a
criterion
of
3
out
of
5
was
applied.
However
, a
significant
difference
was
found
when
the
4
out
of
5
criterion
was
used.
The
level
of
thinking
in
geometry
was
dependent
on the
text
used
for
geometry
instruction.
--
The
third
major
conclusion
related
to
homogeneous
populations
and
levels
of
mental
development
in
geometry.
There was a
significant
difference
in the
level
of
mental
development
in
geometry
of
grade
nine
students
in
Newfoundland
and
Labrador
and those in the
United
States.
The
level
of
cognitive
development
in
geometry
was
higher
for
students
in the
United
States.
Type
Text
Resource Type
Electronic
thesis
or
dissertation
Format
Image/jpeg;
Application/pdf
Source
Paper copy kept in the Centre for Newfoundland Studies, Memorial University Libraries
Local Identifier
75292352
Rights
The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
Collection
Electronic
Theses
and
Dissertations
Scanning Status
Completed
PDF File
(11.13
MB)
--
http://collections.mun.ca/PDFs/theses/Boone_WilbertArthur.pdf
CONTENTdm file name
325354.cpd
