Journal of Al-Quds Open University for Educational & Psychological Research & Studies
Article Title
Abstract
This study aimed to identify the extent of the application of educationalactivities based on the model of the (Van Hiele) in geometric thinking bymathematics teachers. It also aimed to test significant differences betweenthe mean score application according to these variables: gender, educationallevel, academic qualification, and years of experience. To achieve theseobjectives, the study tool has been applied, after establishing its validity andreliability, on a sample of 208 teachers selected in a stratified manner fromall mathematics teachers in the Northern Hebron Directorate of Education.The results showed that the degree of application of educational activitiesbased on the model of the Van Hiele model was high, the visualization domaincame first, followed by the informal deduction, then the analysis, and finallycame formal deduction.The study revealed statistically significant differences at the level(α ≤ 0.05) in the mean scores of the degree of application due to thegender variable in favor of the female teachers, and educational levelin favor of the secondary stage and high basic stage teachers, academicqualification for the benefit of teachers holding bachelors & mastersdegrees, while there were no significant differences according to theyears of experience variable.
Recommended Citation
Rayan, Adel Atyah
(2013)
"Mathematics Teachers’ Use of Educational Activities Based on Van Hiele Model of Geometric Thinking in Northern Hebron,"
Journal of Al-Quds Open University for Educational & Psychological Research & Studies: Vol. 1:
No.
3, Article 1.
Available at:
https://digitalcommons.aaru.edu.jo/jaqou_edpsych/vol1/iss3/1