Clarifying level descriptors for children’s understanding of some basic 2-D geometric shapes

Abstract

The purpose of the study, in general terms, was to compare the level descriptors of the van Hiele Theory and those of the SOLO Taxonomy. More specifically, the study was designed to clarify inconsistencies between the two theories as they relate to the understandings of primary and early secondary school pupils.. The study involved pupils from classes in Years 3-7 in New South Wales and Queensland, who were asked to describe a number of common 2-D geometric shapes. The results showed that the descriptors associated with the Solo Taxonomy more accurately described the 'level"· of student thinking.In addition support was found for:1. the proposal that pupils often function within two modes of reasoning, i.e., many students need to support their answers with reasoning from more than one mode: 2. the categorization of students' responses within a given SOLO 'level' i.e., there appeared to be strong evidence to suggest that within some levels of understandings, at least, stages of development could be identified.

Teaching Mathematics in Primary Schools

“…Keep Graphic from Page 340 from 2 nd edition Visual processing is a key skill in mathematical problem-solving across the strands. It is recognised that the teaching of spatial concepts and processes is the key to students developing visualisation and spatial sense (Pegg & Davey, 1989). The most effective problem solvers have a strong visual sense as well as verbal, symbolic and abstract thinking.…”

Pengaruh Pemahaman Konsep dengan Mempertimbangkan Level Berpikir Terhadap Hasil Belajar Geometri Siswa SMP

“…Capaian hasil belajar geometri dipengaruhi oleh kemampuan pemahaman konsep geometri dan level berpikir yang dimiliki siswa. Terdapat pengaruh level berpikir geometri terhadap prestasi belajar sebagaimana yang diungkapkan oleh Pegg & Davey (1989), bahwa ada korelasi yang kuat antara hasil belajar yang dicapai siswa pada pelajaran geometri dengan level berpikir menurut teori van Hiele yaitu sebesar 0,64. Selanjutnya hasil penelitian Rohimah & Nursuprianah (2016) menunjukkan adanya korelasi antara pemahaman konsep geometri dengan kemampuan siswa dalam menyelesaikan soal-soal bidang datar, yaitu sebesar 0,587.…”