Details
Is The Van Hiele Model Useful in Determining How Children Learn Geometry?
1. Auflage
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36,99 € |
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| Verlag: | Grin Verlag |
| Format: | |
| Veröffentl.: | 11.06.2015 |
| ISBN/EAN: | 9783656976905 |
| Sprache: | englisch |
| Anzahl Seiten: | 98 |
Dieses eBook erhalten Sie ohne Kopierschutz.
Beschreibungen
Scientific Study from the year 2014 in the subject Pedagogy - School Pedagogics, grade: 82, , course: Mathematics Teaching, language: English, abstract: The aim of this study is to investigate how children learn Geometry (at all levels of compulsory education) in Mathematics.
This study was chosen because of my difficulties in the area and the possible under-representation of Geometry in the Mathematics Curriculum. Five tasks were given to two students for each Key Stage 1-5 inclusive. These were then analysed using the “Van Hiele model of Geometric” reasoning; which was used to make an assessment of children’s geometrical ability.
The study also draws on theoretical frameworks from eminent researchers like Vygotsky, Piaget and Bruner as well as engaging fully with current educational literature and research. A questionnaire on Geometry was also completed by a variety of primary, secondary and A-level mathematics teachers. It was found that geometrical ability increases with age (although young children can display sophisticated knowledge of shape) and that students mainly drew shapes of a non-prototypical orientation. This has increased my subject knowledge and enhanced my classroom practice and also may have the implication of changing other practitioners’ teaching strategies.
This study was chosen because of my difficulties in the area and the possible under-representation of Geometry in the Mathematics Curriculum. Five tasks were given to two students for each Key Stage 1-5 inclusive. These were then analysed using the “Van Hiele model of Geometric” reasoning; which was used to make an assessment of children’s geometrical ability.
The study also draws on theoretical frameworks from eminent researchers like Vygotsky, Piaget and Bruner as well as engaging fully with current educational literature and research. A questionnaire on Geometry was also completed by a variety of primary, secondary and A-level mathematics teachers. It was found that geometrical ability increases with age (although young children can display sophisticated knowledge of shape) and that students mainly drew shapes of a non-prototypical orientation. This has increased my subject knowledge and enhanced my classroom practice and also may have the implication of changing other practitioners’ teaching strategies.
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