Geometry learning in vocational high school: Investigating the students’ difficulties and levels of thinking

Abstract

Student’s difficulties and low-level thinking in geometry topic is not a new problem in mathematics education. It is portrayed on student’s low achievement both on national and international tests. Van Hiele’s model has been used as a useful framework to justify student’s difficulties as well as their level of thinking in geometry. Therefore, the aim of this study to investigate student’s difficulties and level of thinking using Van Hiele’s theory. Participants in this study were 12th grades vocational high school students. This study is descriptive qualitative research with a phenomenology approach. Data has been collected through a test and interviews. Further, the obtained data were analyzed by looking for a specific theme, then, the researcher found the inter-theme relationship in order to gain a proper understanding of student’s difficulties in geometry and level of student’s geometrical thinking. Based on data analysis, there are some difficulties faced by the student such as, unable to properly identify the geometry shapes based on their formal definition, lack of visualization ability, failed to understand specific terms or symbols of geometry, insufficiency in providing proper reasoning related relationship within geometric shapes. Moreover, it can be concluded that most of the students are on Level 1 of geometry thinking.