Abstract
The purpose of this study was to test the effectiveness of Van Hiele’s phases of learning geometry using the Geometer’s Sketchpad (GSP) on students’ levels of geometric thinking. This quasi-experiment involved 94 students and two teachers. A total of 47 students were in the control group and the rest were in the treatment group. The students in the treatment group learned Form Two’s Transformation topic through the Van Hiele’s phases of learning using the GSP, while the students in the control group learned the same topic conventionally. Before the study started, students from both groups were given Van Hiele’s Geometry Test (VHGT) to identify their initial levels of geometric thinking. The experiment took place for 6 weeks. At the end of the study, the students in both groups were given the VHGT for the second round to analyse their final levels of geometric thinking. Wilcox on-t test for the design of repeated measurement was used for the data analysis. The results found that the students in both groups showed increment in their post-VHGT as compared to the pre-VHGT. However, the students in the treatment group achieved better levels of geometric thinking compared to the students in control group (t = 34.50, p<0.05). Thus, the Van Hiele’s phases of learning geometry can be applied in classrooms in order to help students achieve better level of geometric thinking.
Highlights
Thinking skills are the main goal of the Mathematics syllabus for secondary schools in Malaysia, which aim to produce students who are able to think mathematically and to apply mathematical knowledge effectively in solving problem and making decision (Curriculum Development Centre, 2002)
Reports by Trends in International Mathematics and Science Study (TIMSS) in 1999, 2003 and 2007 for the Malaysian educational system showed that most students reported that half or more of the lessons are spent memorising formulas and procedures (Mullis et al, 2000, 2004, 2008)
They consisted of 47 students in the treatment group, who are those learning the Form Two’s Transformation topic by implementing the activities developed based on Van Hiele’s phases of learning geometry with the assistance of the Geometer’s Sketchpad (GSP) and 47 students in the control group who learned the same topic conventionally
Summary
Thinking skills are the main goal of the Mathematics syllabus for secondary schools in Malaysia, which aim to produce students who are able to think mathematically and to apply mathematical knowledge effectively in solving problem and making decision (Curriculum Development Centre, 2002). The practice in the geometry curriculum in the school nowadays does not encourage students’ thinking processes This is due to the fact that it focuses only on recognising and naming geometric shapes and learning to write symbols for simple geometrical concepts. Reports by Trends in International Mathematics and Science Study (TIMSS) in 1999, 2003 and 2007 for the Malaysian educational system showed that most students reported that half or more of the lessons are spent memorising formulas and procedures (Mullis et al, 2000, 2004, 2008) This is in line with a study by Kouba et al (1988) that showed 80% of lower secondary students opined that geometry learning was based on rules and 50% assumed that they learned geometry only by memorising. The practices in the process of teaching and learning geometry today have caused students to think less and made it difficult for them to achieve the levels of geometric thinking Abdul and Mohini (2008)
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