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- Geometric thinking is concerned with how people reason using the properties of geometric figures and spatial relationships. A key idea in geometric thinking is the idea of spatial sense: just as students can develop number sense, spatial sense is about how students make sense of shapes and the spatial relationships between them.
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In mathematics education, the Van Hiele model is a theory that describes how students learn geometry. The theory originated in 1957 in the doctoral dissertations of Dina van Hiele-Geldof and Pierre van Hiele (wife and husband) at Utrecht University, in the Netherlands.
Geometric thinking is concerned with how people reason using the properties of geometric figures and spatial relationships. A key idea in geometric thinking is the idea of spatial sense: just as students can develop number sense, spatial sense is about how students make sense of shapes and the spatial relationships between them.
The van Hiele theory describes how young people learn geometry. It postulates five levels of geometric thinking which are labeled visualization, analysis, abstraction, formal deduction and rigor. Each level uses its own language and symbols. Students or pupils pass through the levels “step by step”.
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What is the van Hiele Model. of Geometric Thinking? While there is no specific grade level attachment to the van Hiele model of Geometric Thinking, when thinking about the Common Core State Standards, achieving Level 2: Informal Deduction, is an excellent goal for the end of 5th grade.
Jun 1, 2021 · Metacognition, or the ability to think about thinking, is essential in the development of geometric thinking. However, studies on the Van Hiele model and the application of metacognition on...
The 5 phases of Learning in a Van Hiele Theory of Geometric Thought Classroom Table 1 The van Hiele model of geometric understanding describes a progression that is independent o/ age or grade level.
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At level 1, an analysis of geometric concepts begins. For example, through observation and experimentation students begin to discern the characteris- tics of figures. These emerging properties are then used to conceptualize classes of shapes.
