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ERIC Number: ED220288
Record Type: RIE
Publication Date: 1982
Pages: 231
Abstractor: N/A
Reference Count: 0
Van Hiele Levels and Achievement in Secondary School Geometry. CDASSG Project.
Usiskin, Zalman
The Van Hiele level theory offers an explanation and a remedy for student difficulty with higher-order cognitive processes required for success in secondary school geometry. This document reports results of a study which involved about 2700 students in 13 high schools, selected to provide broad representation of community socio-economics in the United States. The investigation looked at: (1) How are entering geometry students distributed with respect to the levels in the Van Hiele scheme; (2) What changes in Van Hiele levels take place after a year's study of geometry; (3) To what extent are levels related to concurrent geometry achievement; (4) To what extent do levels predict geometry achievement after a year's study; (5) What generalizations can be made concerning the entering Van Hiele level and geometry knowledge of students who are later found to be unsuccessful in their study of geometry; (6) To what extent is geometry being taught to students appropriate to their level; and (7) To what extent do geometry classes in different schools and socio-economic settings differ in content appropriateness to student level. (MP)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Chicago Univ., IL.
Identifiers: Mathematics Education Research; Van Hiele Levels