Examination of 9th Graders' Levels of Geometric Thinking

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE Pub Date : 2023-08-24 DOI:10.46328/ijres.3184

Nana Boahen Mensah, Emmanuel Barton Odro, Derek A. Williams

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引用次数: 0

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.

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九年级学生几何思维水平的测试

对几何的牢固理解对于学生未来的数学科学研究、许多职业以及理解他们周围的世界都很重要。因此，本研究的目的是了解加纳九年级学生进入高中前的几何思维水平。本研究采用van Hiele理论(van Hiele- geldof, 1957)了解加纳西部400名九年级学生的几何思维水平。这些学生进行了由Usiskin(1982)开发的van Hiele几何测试(VHGT)。结果显示，56.2%的九年级学生的思维达到了想象前水平，30.75%的九年级学生达到了想象1级，12.5%的九年级学生达到了想象2级，只有0.5%的九年级学生达到了想象3级。这些发现表明，学生们正在努力达到教育部的课程标准。额外的分析指出，使用定义和非正式演绎推理来推理几何图形的属性，而不是依赖图表的视觉特征作为学生的特定障碍。在此基础上，提出了改进几何教学的建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Cognitive Research in Science Engineering and Education-IJCRSEE EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.60

自引率

14.30%

发文量

审稿时长

12 weeks

期刊介绍： International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE) is an international, high quality, peer reviewed open access journal which publishes articles in all areas of cognitive science, perception, natural language understanding, inference, memory processes, learning, problem solving, planning, connectionism, and other areas of interdisciplinary concern related in education, pedagogy and psychology. All articles are published in English and undergo a peer-review process. The scope of IJCRSEE is focused on cognitive research both in topics covered as well as disciplinary perspective: -Cognitive Research in Education -Cognitive Pedagogics -Cognitive Psychology -Psycholinguistics -Cognitive Linguistics -Cognitive Culture Studies -Cognitive Neurophysiology -Cognitive Aspects: Sport Culture -Cognitive Aspects: Methodology of Knowledge -Text Processing and Cognitive Technologies -Curriculum Development -Development of Learning Environment -Education Administration -Educational Psychology -Educational Technology -Elementary Education -Innovative Pedagogical Models -Learning Systems Platforms -Media Education -Science Education -Teaching and Learning Technologies The main objective of the Journal is to discuss global prospects and innovations concerning major issues of cognitive science, to publish new scientific results of cognitive science research, including the studies of cognitive processes, emotions, perception, memory, thinking, problem solving, planning, education and teaching, language and consciousness study, the results of studying man’s cognitive development and the formation of basic cognitive skills in everyday life. The Journal seeks to stimulate the initiation of new research and ideas in cognitive science for the purpose of integration and interaction of international specialists in the development of cognitive science as interdisciplinary knowledge.