Pierre e dina van hiele biography

Open Library American Libraries. Search the Wayback Machine Search icon An illustration of a magnifying glass. Sign up for free Log in. Bookreader Item Preview. It appears your browser does not have it turned on. Please see your browser settings for this feature. EMBED for wordpress. The two key aspects to the theory are: 1. Levels that students grow through in acquiring competence and understanding Van hiele level 1 Abstract: Pierre van Hiele suggested, both in and later repeatedly, wide application for the Van Hiele levels in insight, both for more disciplines and for different subjects in mathematics.

David Tall suggests that Van Hiele only saw application to geometry. Separation : a teacher who is reasoning at one level speaks a different "language" from a student at a lower level, preventing understanding. When a teacher speaks of a "square" she or he means a special type of rectangle.

Pierre e dina van hiele biography: The Van Hiele model

A student at Level 0 or 1 will not have the same understanding of this term. The student does not understand the teacher, and the teacher does not understand how the student is reasoning, frequently concluding that the student's answers are simply "wrong". The van Hieles believed this property was one of the main reasons for failure in geometry.

Ideally, the teacher and students need shared experiences behind their language. Attainment : The van Hieles recommended five phases for guiding students from one level to another on a given topic: [ 7 ]. For Dina van Hiele-Geldof's doctoral dissertation, she conducted a teaching experiment with year-olds in a Montessori secondary school in the Netherlands.

Pierre e dina van hiele biography: Van Hiele developed the Theory of

She reported that by using this method she was able to raise students' levels from Level 0 to 1 in 20 lessons and from Level 1 to 2 in 50 lessons. Using van Hiele levels as the criterion, almost half of geometry students are placed in a course in which their chances of being successful are only Researchers found that the van Hiele levels of American students are low.

European researchers have found similar results for European students. The levels are discontinuous, as defined in the properties above, but researchers have debated as to just how discrete the levels actually are. Studies have found that many children reason at multiple levels, or intermediate levels, which appears to be in contradiction to the theory.

They may therefore reason at one level for certain shapes, but at another level for other shapes. Some researchers [ 9 ] have found that many children at the Visualization level do not reason in a completely holistic fashion, but may focus on a single attribute, such as the equal sides of a square or the roundness of a circle. They have proposed renaming this level the syncretic level.

Other modifications have also been suggested, [ 10 ] such as defining sub-levels between the main levels, though none of these modifications have yet gained popularity. Contents move to sidebar hide.

Pierre e dina van hiele biography: The van Hiele Theory had

Article Talk. Read Edit View history. Tools Tools. Download as PDF Printable version. In other projects. Wikidata item. Theory of how students learn geometry. Van Hiele levels [ edit ]. Properties of the levels [ edit ]. Research [ edit ]. Criticism and modifications of the theory [ edit ]. Further reading [ edit ].