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Understanding of geometrical concepts according to Van Hiele theory in the 4th and 6th grade

Mojca Lokar (2011) Understanding of geometrical concepts according to Van Hiele theory in the 4th and 6th grade. Diploma thesis.

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    Abstract

    In the theoretical part of thesis Understanding of geometrical concepts according to Van Hiele theory in the 4th and 6th grade we have presented theoretical insights on the development of geometric concepts and ideas. We focused on the theory of van Hiele and Piaget and compared them with each other. The aim of the thesis was practically verified, at which stage according to van Hiele’s theory are the students of 4th and 6th grade. We wanted to identify differences within the class and between 4th and 6th grade.Based on the literature we have read, we prepared a test containing 15 tasks, based on the first three stages of the van Hiele theory (visual, descriptive analysis and theoretical). In our test each stage was represented with five tasks, ie: the first five tasks examined the visual level, tasks from 6 to 10 examined level of descriptive analytical skills and last five tasks examined theoretical level. Each task was evaluated by two points. Therefore, at each level student could score maximum ten points. Pupil was placed at a certain level, if the tasks of this level scored seven points or more. The examination was used as a measurement instrument in the empirical part. In empirical work we used descriptive method. The research sample was selected randomly, consisting of 60 pupils 4th and 6th grade two Slovenian primary schools. The number of points achieved in a certain task presented a subject to statistical analysis. For each grade we presented pupil results in a common table. Differences in solving certain tasks between 4th and 6th grade pupils were determined using two sample Student’s t-test with equal or different variances. Based on the results we found that 87% of pupils in the 4th grade of our sample are at visual stage according to van Hiele’s theory and that the highest percentage of 6th grade pupils is at the descriptive analysis stage, ie. 57% of the pupils of the research sample. The differences between 4th and 6th grade have been shown in solving tasks from eight to fifteen, since at a significance level can be argued, that 6th grade pupils have achieved statistically significant higher scores than students in the 4th grade.

    Item Type: Thesis (Diploma thesis)
    Keywords: geometry, geometry at primary school level, the teaching of geometry, geometric concepts and images, theory of van Hiele
    Number of Pages: 78
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    doc. dr. Tatjana Hodnik ČadežMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9082185)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 560
    Date Deposited: 10 Jan 2012 12:10
    Last Modified: 11 Jan 2012 07:53
    URI: http://pefprints.pef.uni-lj.si/id/eprint/560

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