An Investigation into the Van Hiele Level of Geometry Understanding of Addis Ababa University Mathematics Students as Secondary School Teachers

Abstract

The purpose of this study was to identify the secondary school geometry portions in mathematics text book in terms of the van Hiele level and to investigate the van Hiele level of understanding geometry of third year mathematics students in Addis Ababa University who were completed geometry courses with respect to sex and program. The 25 multiple-choice item test was developed by the Cognitive Development and Achievement in Secondary School Geometry Project (Usiskin, 1982) based on the van Hiele Theory of Geometric Thinking. The data were analyzed based on the ‘4 of 5 criterion’ and the results showed that the presentation of grade 9 and grade 10 geometry topics correspond with the expected level stated by the National Council of Teachers of Mathematics Principles and Standards for School Mathematics. Most of the regular and extension students were below Level 3 that is they were not adequate to instruct at secondary school level. The result also indicates as there is no statistically significant difference in geometric reasoning levels between the male and female regular mathematics students but there is statistically significant difference as in geometric reasoning levels between the male and female extension mathematics students. That is extension male mathematics students are numerically higher van Hiele level than that of extension female mathematics students. There is also a statistically significant difference as in geometric reasoning levels between the regular mathematics students and extension mathematics students. That is extension mathematics students are numerically higher van Hiele level than that of regular mathematics students.