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Level-I (visualization)
5
levels of reasoning in
geometry
Level II (Analysis)
Level III ( Ordering)
Level IV ( Deduction)
Level V (Rigor)
ARMSTRONG -1981
13 years old girls better performed than
boys
No difference sexes at the 6th grade
level
Nearly equal to boys at 13 years old
13 year Girls began a high school
mathematics program with the same
skills as boys.
Information
5 phases
proposed that
movement to
one level to
one level
Bound orientation
Explication
Free orientation
Integration
METHODS
pre test and post test were given to the participant before
and after.
The course interest survey used as a pre test and post test
(CIS)
The
ATTENTION
RELEVANCE
CONFIDENCE
SATISFACTION
ITEMS / LEVELS
1-5 (LEVEL I)
6-10 (LEVEL II)
11-15 (LEVEL III)
16-20 (LEVEL IV)
21-25 (LEVEL V)
THE RESULT :
RESULTS
RESULTS
RESULTS
RESULTS
FINDINGS
Burger&Shaughnessy 1986, Crowley 1987 & Fuys 1988
1 . None on the 6th grade progressed beyond level II (analysis)
2. Most students were level 0 (pre-recognition) and level I (visualization)
Lappan, Reys, Bernes 1998 Armstrong 1981 , fennema&Sherman
There was no difference in the achievement and in terms of motivation
between girls and boys level in the skill of geometry applications.
FINDINGS
IMPLICATION
Teacher should more influence on student
motivation and always do interventions
2. schools/Mathematics Department should
run a lot of activity related with learning
geometry.
Teachers should teach geometry by this
theory to help girls to maintain their
confident in learning geometry
1
IMPLICATIONS
Females
The
Teachers
CONCLUTIONS
A
THIS
QUESTION 1
What are the objective of this study?
QUESTION 2
What kind of test were used to analyze the
quantitative data?
QUESTION 3
What might be the reasons behind students low
achievement and negative attitude towards
mathematics course.
Feeling valued
Environment
Task difficulty
Gender
Curriculum
QUESTION 4
Whose statement that said that some girls scoring lower
than boys on Mathematics achievement test are not less
skilled mathematicians.
(a) Nicholls, Cobb, Wood & Yackel (1989)
(b) Grossman & Grossman (1994)
(c) Fennema & Sherman (1978)
(d) Ethington (1992)
QUESTION 5
Which theory is the study based on? Why is it
important?
QUESTION 6
Describe 5 levels of reasoning in geometry by
Van Hiele?
Level-I (visualization)
5
levels of reasoning in
geometry
Level II (Analysis)
Level III ( Ordering)
Level IV ( Deduction)
Level V (Rigor)
QUESTION 7
Give details regarding participants in this study in
terms of its participation, background and location?
QUESTION 8
Do you think that 5 weeks given time were sufficient
enough for students and teachers to cover all the
topics? Why?
QUESTION 9
In your teaching class, boy or girl is
performing better in mathematics?
QUESTION 10
Does motivations is important in learning
mathematics? Give example?
Thank You