Thesis

Assessing geometric readiness for the middle school student

Many students who take geometry their gth grade year experience frustration, or failure, due to their lack of readiness. The purpose ofthis study was to investigate the effectiveness of using the Van Hiele Geometry Test in order to calculate the level of geometric thinking, and to determine if the score could predict middle school student readiness for geometry. This study was based on a quantitative correlation research design using a regression model for prediction. The Van Hiele Geometry Test was administered to 58 middle school geometry students to obtain their level of geometric thought based on the test results. Each student's level of geometric thought was then statistically compared, using correlation coefficients, to their first quarter geometry grades. The results of the study demonstrated that the Van Hiele level of geometric thinking by itself was not a strong predictor of student success in geometry. The results showed a mild correlation between the student's geometry grades and their Van Hiele level of geometric thinking. However, knowing a student's level of geometric thinking and the student's algebra grade could assist educators in determining appropriate math placement for students after algebra. Understanding the levels of geometric thinking could also be useful to teachers as they plan their instruction to address student needs. KEYWORDS: Van Hiele Geometry Test, Middle School, Logic, Reasoning, Geometry.

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