Epistemological Obstacle in Transformation Geometry Based on van Hiele’s Level
Thesa Kandaga 1 2 * , Rizky Rosjanuardi 3, Dadang Juandi 3
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1 Mathematics Education Study Program, School of Postgraduate Studies, Universitas Pendidikan Indonesia, INDONESIA
2 Mathematics Education, Faculty of Teacher Training and Education, Universitas Pasundan, INDONESIA
3 Department of Mathematics Education, Universitas Pendidikan Indonesia, INDONESIA
* Corresponding Author

Abstract

Each level on van Hiele’s model has its characteristics, such as terminology, concept, and reasoning strategies. This study attempts to reveal epistemological obstacles on all van Hiele’s levels of geometric thinking in the topic of geometric transformation. Thus, a student could overcome the epistemological obstacles in transformation geometry and develop appropriate reasoning strategies. That way, van Hiele’s geometric thinking could promote level by level. This research is a case study that investigates and analyzes the epistemological obstacles on the topic of transformation geometry for each level of thinking of the van Hiele model of geometry. The study was conducted on ten prospective mathematics teachers who had received lectures in transformation geometry at a university in Indonesia. The results found in this study indicated epistemological obstacles at each level of geometric thinking in van Hiele’s model.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/11914

EURASIA J Math Sci Tech Ed, 2022 - Volume 18 Issue 4, Article No: em2096

Publication date: 23 Mar 2022

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