Mathematics Teachers’ Use of Educational Activities Based on Van Hiele Model of Geometric Thinking in Northern Hebron

Abstract

This study aimed to identify the extent of the application of educational

activities based on the model of the (Van Hiele) in geometric thinking by

mathematics teachers. It also aimed to test significant differences between

the mean score application according to these variables: gender, educational

level, academic qualification, and years of experience. To achieve these

objectives, the study tool has been applied, after establishing its validity and

reliability, on a sample of 208 teachers selected in a stratified manner from

all mathematics teachers in the Northern Hebron Directorate of Education.

The results showed that the degree of application of educational activities

based on the model of the Van Hiele model was high, the visualization domain

came first, followed by the informal deduction, then the analysis, and finally

came 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 the

gender variable in favor of the female teachers, and educational level

in favor of the secondary stage and high basic stage teachers, academic

qualification for the benefit of teachers holding bachelors & masters

degrees, while there were no significant differences according to the

years of experience variable.