Van Hiele Model In Education

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My chosen area of mathematics is angles in polygons, due to the visual nature of geometry enabling the students to be engaged and stimulated (Chambers & Timlin, 2013). Not only this, but since geometry is present in our everyday lives, students have a basic grasp of shapes, however, they have not developed a critical understanding of what properties define that shape (Bell et al., 1983). This basic foundation knowledge can also cause difficulty when it comes to teaching and learning as the students have solidified these ideals in their mind.

With this in mind, my Year 10 classes in which I taught these lessons come from a variety of schools, from various areas as well as some students who have been home-schooled, and as a result the students
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However, there is some dispute about the van Hiele Model, some researchers argue that these levels are not discrete since students have shown to show signs of thinking in more than one level in a variety of tasks of different contexts (Lehrer, Jenkins & Osana, 1998; Gutiérrez, Jaime & Fortuny, 1991) and as such means that the students cannot advance if the levels are intertwined as opposed to being progressive. Nonetheless, van Hiele’s model suggests the following phases of teaching; Phase 1 – Information (students are provided with content by the teacher), Phase 2 – Guided Orientation (teacher aids students in actively exploring shapes), Phase 3 – Explicitation (the teacher guides student to recognise their geometric conceptualisations), Phase 4 – Free Orientation (students solve problems that enable them to establish and adapt the concepts and relations), and Phase 5 – Integration (the teachers have students reflect on their geometric knowledge) (Clements, 2003). However, Burger & Shaughnessy (1986) argue that improper and imprecise language can hinder students learning in geometry. This is supported by van Hiele-Geldof (1984) who stated that if teachers use mathematically terminology too soon without everyday references then students learn the terminology without the associated mathematical …show more content…
This is to allow for progress which I found lacked due to my lack of testing, however, checking for prior knowledge can also allow for potential misconceptions. Additionally, students benefit from more in depth learning to allow for understanding, as well as ensuring that mathematical terminology is integrated into the classroom that allows them understanding. Additionally,
I will allow time for the discussions about misconception as the research shows that this is the best approach give the students the correct method and allow them to successfully answer problems independently and allow them to check for mistakes, which will give them the tools to become successful

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