Exploring the relationship between teachers’ instructional and students’ geometrical thinking levels based on van Hiele theory

Abstract

Geometry is one of the mathematics topics learned in school. Therefore, it is important to explore how the geometry was taught. Lines and angles material at grade VII Junior High School were chosen to meet this purpose. This study investigated the teacher instructional practice and students’ geometrical thinking levels based on van Hiele theory. The correlation between teachers’ instructional and students’ thinking levels was determined. The teacher instructional practices were observed and analyzed, then students’ levels of geometry thinking were accessed using the van Hiele test. The results of this study were descriptions and explanations of the relationship between the learning phases and students’ geometrical thinking level based on van Hiele theory.