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A study of the use of the van Hiele ...

Wu, Der-Bang.

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A study of the use of the van Hiele model in the teaching of non-Euclidean geometry to prospective elementary school teachers in Taiwan, the Republic of China.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of the use of the van Hiele model in the teaching of non-Euclidean geometry to prospective elementary school teachers in Taiwan, the Republic of China./
作者:	Wu, Der-Bang.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1994,
面頁冊數:	325 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1215.
Contained By:	Dissertation Abstracts International55-05A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9427458

A study of the use of the van Hiele model in the teaching of non-Euclidean geometry to prospective elementary school teachers in Taiwan, the Republic of China.
Wu, Der-Bang.

A study of the use of the van Hiele model in the teaching of non-Euclidean geometry to prospective elementary school teachers in Taiwan, the Republic of China. - Ann Arbor : ProQuest Dissertations & Theses, 1994 - 325 p.

Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1215.

Thesis (Ph.D.)--University of Northern Colorado, 1994.

This study was undertaken to explore the effect of the five-phase learning model, developed by van Hiele, on achievement and geometric thinking through teaching non-Euclidean geometry to prospective elementary school teachers who were mathematics majors in Taiwan, the Republic of China.Subjects--Topical Terms:

641129
Mathematics education.

A study of the use of the van Hiele model in the teaching of non-Euclidean geometry to prospective elementary school teachers in Taiwan, the Republic of China.
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100 1 $a Wu, Der-Bang. $3 3283300
245 1 2 $a A study of the use of the van Hiele model in the teaching of non-Euclidean geometry to prospective elementary school teachers in Taiwan, the Republic of China.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1994
300 $a 325 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-05, Section: A, page: 1215.
500 $a Adviser: Charles R. McNerney.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 1994.
520 $a This study was undertaken to explore the effect of the five-phase learning model, developed by van Hiele, on achievement and geometric thinking through teaching non-Euclidean geometry to prospective elementary school teachers who were mathematics majors in Taiwan, the Republic of China.
520 $a Two groups received different treatments. The students in both groups were taught the same content of non-Euclidean geometry but using different teaching strategies. The students in the Experimental Group were treated using the five-phase learning model. The students in the Control Group were taught by using a lecture method.
520 $a The following conclusions were drawn from this study: (a) The use of the van Hiele five-phase learning model, proposed by the van Hieles, for teaching non-Euclidean geometry produced a higher level of geometric thinking among prospective elementary school teachers who were mathematics majors than the use of the lecture method. (b) The use of the van Hiele five-phase learning model for teaching non-Euclidean geometry produced significantly higher achievement in the learning of non-Euclidean geometry among prospective elementary school teachers who were mathematics majors than the use of the lecture method.
520 $a The following recommendations were drawn from this study: (a) Modifications of the experimental treatment should be attempted in other experimental studies. A combination of the van Hiele five-phase learning model and lecture method presentation might be attempted. (b) This study only attempted to determine the effect of the van Hieles' five-phase learning model for college students. A comparable study for elementary and secondary school students is recommended. (c) The non-Euclidean geometry course was taught to test the effect of the five-phase learning model on achievement and geometric thinking. Related research of the van Hieles' five-phase learning model should be conducted in other fields of geometry and in other fields of mathematics. (d) To the extent that relevancy of geometry content to future classroom needs is a desired outcome of the education of prospective elementary school teachers who were mathematics majors, the five-phase learning model of teaching similar to that used in the experimental treatment of this study should be an integral part of the methodology used in presenting geometry to such students.
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793 $a English
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