The effect of VHPI on pre-service teachers’ geometric thinking and motivation to learn geometry

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.