A qualitative three phase research study was undertaken to explore the geometric thinking of Grade 6
teachers in the context of low performance of the Gauteng learners in the International Competitions
and Assessments for Schools (ICAS) tests in 2006. The van Hiele theory of geometric thinking was
used as a theoretical framework. Data was collected by means of document analysis, teachers
responding in writing to ICAS items and task based interviews. This research shows that the ICAS
items map very well with the National Curriculum Statement (NCS) Assessment Standards and the
van Hiele levels. The mapping of the 82 geometry ICAS items to the (NCS) Assessments Standards
and the van Hiele levels revealed that 59% of the ICAS items were at van Hiele level 2 across all
grades and therefore accessible to the majority of the learners. The written responses conducted with
40 ACE teachers and the task based interviews conducted with six teachers indicate that the majority
of teachers are not at the required level of geometric thinking as expected by the NCS Assessment
Standards and the van Hiele levels. This finding has serious implications for classroom practice in the
learning and teaching of geometry in primary schools. The challenge for teacher education is to take
into consideration the relationship between language and the van Hiele levels; the use of van Hiele
levels in the development of teachers’ geometric thinking and the possible use of the van Hiele levels
in identifying, explaining and rectifying geometric misconceptions.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/11430 |
| Date | 14 March 2012 |
| Creators | Khembo, Elspeth |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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