• The Mathematical Education
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• v.49 no.1
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• pp.85-109
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• 2010

The purpose of the study is to devise syllabus in which traditional textbooks were rearranged by van Hiele Level theory and van Hiele instruction step 5 was applied to syllabus which used computer software, GSP especially in step 2 for students who studied properties and relations of the figure. Another purpose is to analyze the van Hiele Level distribution and find out how significant improvement syllabus based instruction could make compared with the traditional classes using textbooks. The results of the study revealed that more than half of the students were less than Level 1 in the comparative group but more than half of the students have reached Level 3 in the experimental group. And improvement of van Hiele Level was significant in syllabus based classes compared with traditional classes using textbooks by the Welch-Aspin tests and Chi-squared tests.

• Communications of Mathematical Education
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• v.30 no.4
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• pp.435-452
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• 2016

This study was designed to explore students' instrumentalization in relation to the van Hiele's teaching method within a technology environment using GeoGebra. To carry out the study, a total of 4 lesson units was developed based on van Hiele teaching method for two slow learners in Gyeonggi province, Korea. The results of study were as follows. Instrumentalization of students was actualized from preparation, to adaptation, and to application stages. In preparation, and adaptation stages, depending on visualization, students used a trial-and-error method a lot, however in application stage the role of GeoGebra was just to check the solution of what they conjectured. Therefore, a teacher should prepare geometric tasks according to the processes of instrumentalization based on geometric teaching method. During instrumentalization and instrumentation of users, usage scheme(US) and instrumented action scheme(IAS) should be concrete.

• School Mathematics
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• v.11 no.1
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• pp.147-164
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• 2009

This study investigated the development of geometrical thinking levels of the under achievers at mathematics through supplementary classes according to van Hiele's learning process by stages using mathematical journal writing. We selected five under achievers at mathematics among the fourth graders. We examined their geometrical thinking levels in advance and interviewed them to collect basic data related to their family backgrounds and their attitude toward mathematics and their characteristics. Supplementary classes for the under achievers were conducted a couple of times a week during 12 weeks. Each class was conducted through five learning stages of van Hiele and journal writing was applied to the last consolidating stage. After 12th class had been finished, posttest on geometrical thinking levels was conducted and the journals written by the pupils were analyzed to find out changes in their geometrical thinking levels. The result is that three out of five under achievers showed one or two level-up in their geometrical thinking levels, though the other two pupils remained at the same level as the results by the pretest. Moreover we found that mathematical journal writing could provide the pupils with opportunities to restructure the content which they study through their class.