The Extent to Which the Geometric Content of 7-9 Grades Math Textbooks in R.Y. Accommodated with Van Hiele Thoughts of Geometric Thinking

Abstract

The purpose of this study was to investigate the extent to which the geometric content of 7-9 grades math textbooks accommodated with geometric thoughts of Van Hiele geometric thinking levels. In order to satisfy this purpose a special checklist was designed to analyze such geometric activities according to Van Hiele thinking levels. The analyzing unit was the paragraph in each activity. Results of the study showed that the instruction of the geometric contents in the three analyzed textbooks presented in axiomatic fashion assumes that students think on the inductive level. The instructional activities were designed in a way related to hierarchical nature of the Van Hiele levels, but most of these activities focus on having students learn list of memorizing definitions, rules, theorems and shapes properties. The learning objectives of the school geometry are misguided by the instructional focus on transformation geometric knowledge.