Abstract
In this paper we present the process of constructing a test for assessing student performance in geometry corresponding to the first year of Secondary Education. The main goal was to detect student errors in the understanding of geometry in order to develop a proposal according to the Van Hiele teaching model, explained in this paper. Our research methodology took into account reliability using Cronbach's alpha coefficient, as well as the construct validity, with the extraction of 13 factors that accounted for a high percentage of variance. This result leads us to conclude that the instrument constructed has the appropriate technical and pedagogical features to be considered an original and significant contribution to the field of geometry teaching. The final version of the test constructed after the extraction of factors is shown in the Appendix. Key words: Assessment, geometric concepts, mathematics curriculum, research, Van Hiele Model.
Highlights
There have been continuous changes in Mathematics teaching in Spain since 1970, perhaps the greatest transformation lies in our way of understanding how to construct geometric thinking in the classroom
In no way underestimating the influence of the theories underlying any of these theoretical models, in this study our central focus revolves around the basic level defined by the Van Hiele, which has to do with the aspect of visualization in the forming of geometric concepts, and which we describe briefly
As indicated earlier, in order to detect the level of formation of geometric concepts and errors in comprehension as part of the inquiry stage of the Van Hiele model and to adapt the theoretical framework to the reality of the classroom, our study focuses on the basic level of recognition or visualization in the Van Hiele model, analyzing the conceptual images that students show at this level
Summary
There have been continuous changes in Mathematics teaching in Spain since 1970, perhaps the greatest transformation lies in our way of understanding how to construct geometric thinking in the classroom. Some of the current problems in the teaching-learning of mathematics in general, and of geometry in particular, may be the result of a lack of mathematical knowledge on the part of individuals studying to become teachers (Sánchez and López, 2011), as well as a result of their training in mathematics education (Rico, 2012), an aspect that should be taken into account in the teaching of geometry Solving these professional challenges is something that can be expected of the field of research in mathematics teaching (Rico, 2012; Sierra, 2011). For all of these reasons and as a result of other problems typical of geometry teaching, students have difficulty in understanding and learning the subject, and for the same
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