Abstract:
This study investigated the effect of the van Hiele Phase-based Instruction (VHPI) on
Pre-service Teachers’ (PTs) geometric thinking in terms of the van Hiele Levels and
how the VHPI can motivate PTs to learn geometry. It further investigated how College
of Education (CE) Mathematics tutors facilitate geometry teaching and learning
consistent with the van Hiele Levels of geometric thinking. The study utilized mixed
method approach involving quasi-experimental design in which two Colleges of
Education (CsE) were randomly assigned as control and experimental groups. A sample
of 150 PTs and 5 CE Mathematics tutors from the two CsE were randomly selected for
the study. Van Hiele Geometry Test (VHGT) was administered to all PTs as pre-test.
VHPI was used to teach PTs in the experimental group after which 9 of them were
interviewed while the control group was instructed by traditional instruction. The same
test was then given to the PTs as post-test. Observations were also done on geometry
instruction of 5 CE Mathematics tutors. Chi-square results found that PTs in both
groups showed increment in their post-VHGT as compared to the pre-VHGT. However,
PTs in the experimental group achieved better levels of geometric thinking compared to
those in the control group. Findings also revealed that VHPI highly motivated PTs to
learn geometry by eliminating dullness and making learning easier and fascinating.
However, much of the geometry teaching and learning strategies of CE Mathematics
tutors are not structured in a way that support the development of geometric thinking as
described in the van Hiele theory. In conclusion, VHPI was found to promote effective
geometry teaching and learning.
Description:
A Thesis in the Department of MATHEMATICS EDUCATION, Faculty of
SCIENCE EDUCATION, submitted to the School of Graduate Studies, University
of Education, Winneba in partial fulfillment of the requirements for the award of
the Degree of Master of Philosophy in Mathematics Education.
JUNE, 2015
