Use of the van Hiele Theory in Investigating Teaching Strategies used by College of Education Geometry Tutors
Robert Benjamin Armah 1 * , Philip Siaw Kissi 2
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1 Department of Mathematics Education, University of Education, Winneba, GHANA2 Management Information Systems, School of Applied Sciences, Cyprus International University, Nicosia, Northern Cyprus, Mersin 10, TURKEY* Corresponding Author


The main purpose of this study is to explore the extent to which 11 selected mathematics tutors facilitate the teaching and learning of geometry at the van Hiele Levels 1, 2, 3 and 4 at the college of education level in Ghana. The van Hiele theory of geometric thinking was used to explore the type of teaching strategies employed by the mathematics tutors. The theory served as a guideline from which classroom observation protocol was developed. Results indicated that the tutors exhibit a good conceptual understanding in facilitating the teaching and learning of geometry that is consistent with van Hiele Levels 1 and 2. However, much of the geometry teaching and learning strategies of the mathematics tutors were not structured in a way that support the development of geometric thinking as described in van Hiele Levels 3 and 4. Implications for the involvement of college mathematics tutors in utilizing the van Hiele framework were discussed.


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

EURASIA J Math Sci Tech Ed, Volume 15, Issue 4, April 2019, Article No: em1694

Publication date: 31 Jan 2019

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