Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry
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Resumo
Using non-experimental quantitative correlational design, the van Hiele levels of thirty grade 9 mathematics teachers, as well as the achievement of 1489 students in geometry were investigated in this study. Results showed a significant difference with a substantial effect size of .64 between the achievement of students whose teachers are operating at level 5 in the van Hiele Levels of Geometric Thinking and those of students whose teachers are operating at level 2. This study underscored the importance to leverage on teachers’ van Hiele level of geometric thinking as it is highly correlated to student achievement. Developing teachers’ geometric thinking ability at the expected levels in order to improve students’ achievement may require trainings, further studies, or curriculum improvement for pre-service teachers. Moreover, a deeper study focusing on other content areas and skills in mathematics may be done to further assess their interrelationships with teachers’ van Hiele levels and student achievement. In addition, it would be of interest to investigate the grade level where student mathematics achievement starts to decline.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Studies in Education and Science, v. 4, n. 2, p. 113-123
- Ano
- 2023 (2023-07-03)
- Idioma
- en
- Palavras-chave
- Van Hiele levels; geometric thinking; mathematics teachers; academic performance; geometry teaching; initial teacher education; ninth grade students
- Temas
- Currículo, Formação de Professores de Matemática, Geometria
- DOI
- 10.46328/ijses.61
- ISSN
- 2767-9799
- Licença
- cc-by-nc-sa
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
LUMBRE, Angelina Pascua; JOAQUIN, Ma. Nympha B.; MONTEROLA, Sheryl Lyn C.. Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry. International Journal of Studies in Education and Science, v. 4, n. 2, p. 113-123, 2023. DOI: https://doi.org/10.46328/ijses.61.
APA
Lumbre, A. P., Joaquin, M. N. B., & Monterola, S. L. C. (2023). Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry. International Journal of Studies in Education and Science, 4(2), 113-123. https://doi.org/10.46328/ijses.61
BibTeX
@article{lumbre2023,
author = {Lumbre, Angelina Pascua and Joaquin, Ma. Nympha B. and Monterola, Sheryl Lyn C.},
title = {Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry},
year = {2023},
journal = {International Journal of Studies in Education and Science},
volume = {4},
number = {2},
pages = {113-123},
doi = {10.46328/ijses.61},
language = {en}
}RIS
TY - JOUR AU - Lumbre, Angelina Pascua AU - Joaquin, Ma. Nympha B. AU - Monterola, Sheryl Lyn C. TI - Relationship between Mathematics Teachers’ van Hiele Levels and Students’ Achievement in Geometry PY - 2023 JO - International Journal of Studies in Education and Science VL - 4 IS - 2 SP - 113 EP - 123 DO - 10.46328/ijses.61 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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