Abstract
This study aimed to investigate the impact of the usage of the Van Hiele model in the development of geometric thinking levels among tenth grade students in Jordan. The sample of the study was selected from tenth grade basic students in Amman schools. Two hundred and forty students studying the mathematics course in the circle unit were divided into two groups: experimental (using the Van Hiele model) and the control (using the traditional approach of teaching).To achieve the objectives of the study, a test of geometric thinking in the unit of the circle was developed. Validity and reliability of the test was verified. The instructional material was also prepared in the circle unit for the students of the tenth grade using the Van Hiele model of geometric thinking. Four mathematics teachers were trained on the model, and the content validity of the training material was verified. The results of the study showed a statistically significant difference (α=0.01) between the two arithmetic means of the experimental and control agencies in favor of the experimental group that used the Van Hiele model in geometric thinking in general, and in sub-levels (visual, descriptive, logical), and the study showed no statistical significance difference (α=0.01) between the arithmetic means of male and female in geometric thinking, also the study showed an interaction between the model variable and gender variable in geometric thinking.
Highlights
Mathematics is an important subject in school curriculum, through which the learner can apply options to solve problems in the field’s knowledge; geometric, economic, technological, technical, and medical
This study aims to reveal the impact of using the Van Hiele model in the development of geometric thinking levels among students in the tenth grade in Jordan
The results of this study shows the impact of using the Van Hiele model in the development of all levels of geometric thinking among the students of the tenth grade in Amman schools, where the teaching of geometric subjects and the circle and its theories needs to employ a teaching model with its specific and clear procedures and steps, as demonstrated in the teaching model prepared in its five consecutive steps
Summary
Mathematics is an important subject in school curriculum, through which the learner can apply options to solve problems in the field’s knowledge; geometric, economic, technological, technical, and medical. It is one of the topics of regular training in the Ministry of Education in Jordan, which requires the curriculum preparer to take into account the curricula of mathematics education, educating strategies, and the coaching of teachers before and for the duration of the course of current instructing methods. This meets the goals of society, learners, and it tackles the academic difficulties confronted when working with students in schools. This weak spot was validated by using the Trends International Mathematics and Science Study (TIMMS) 2015, with Jordan’s 2015 student score under the world level of about ninety one factors (National Centre for Human Resources Development, 2016)
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