Abstract:
The aim of this study was to investigate and describe various difficulties which
students demonstrate in the learning of rotation using the van Hieles‟ model of
geometric thinking. The study made use of mixed-method approach in which
qualitative data were used to assist in explaining and assigning reasons for
quantitative findings. An achievement test on rotation was administered to 240
students who were randomly selected from Ngleshie Amanfro Senior High school for
the study. Eight participants were then interviewed to examine the difficulties they
encountered in answering questions on rotation at each level of van Hiele.
Quantitative data was analysed descriptively using percentages, means and standard
deviations, and inferentially with independent sample . The qualitative data
were transcribed into descriptive words according to van Heiles‟ levels to portray
various difficulties of rotation encountered by students. The results showed that,
students had more difficulties in deduction and abstraction than in analysis and
visualisation. Also, majority of the students reached the van Hiele levels of
visualization and analysis but only a few reached the abstraction and deduction levels.
Also, there was no statistically significant difference between the mean scores of male
and female students in the visualization, analysis and abstraction levels. However,
there was statistically significant difference between the mean scores of males and
females at the deduction level of van Hiele. The researcher recommends that teachers
should examine or analyse students‟ difficulties in rotation using the van Hieles‟
levels. The study also recommends that teachers should encourage students to talk
about geometric concepts relating to rotation so as to develop expressive language.
Students should also be made to work with geometric models to enable them discover
the properties themselves.
Description:
A thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of
Graduate Studies in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Mathematics Education)
in the University of Education, Winneba
JUNE 2020
