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|a Usiskin, Zalman.
|0 http://id.loc.gov/authorities/names/n83155393
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|a Van Hiele Levels and Achievement in Secondary School Geometry. CDASSG Project /
|c Zalman Usiskin.
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1982.
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|a 231 pages
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|a text
|b txt
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|a Sponsoring Agency: National Inst. of Education (edition), Washington, DC.
|5 ericd
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|a Contract Number: NIE-G-79-0090.
|5 ericd
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|a Educational level discussed: High Schools.
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|a The Van Hiele level theory offers an explanation and a remedy for student difficulty with higher-order cognitive processes required for success in secondary school geometry. This document reports results of a study which involved about 2700 students in 13 high schools, selected to provide broad representation of community socio-economics in the United States. The investigation looked at: (1) How are entering geometry students distributed with respect to the levels in the Van Hiele scheme; (2) What changes in Van Hiele levels take place after a year's study of geometry; (3) To what extent are levels related to concurrent geometry achievement; (4) To what extent do levels predict geometry achievement after a year's study; (5) What generalizations can be made concerning the entering Van Hiele level and geometry knowledge of students who are later found to be unsuccessful in their study of geometry; (6) To what extent is geometry being taught to students appropriate to their level; and (7) To what extent do geometry classes in different schools and socio-economic settings differ in content appropriateness to student level. (MP)
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|a Microfiche.
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|c ERIC Clearinghouse
|e microfiches : positive.
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|a Microform.
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|a Cognitive Development.
|2 ericd
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|a Educational Research.
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|a Geometry.
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|a High Schools.
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|a Learning Theories.
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|2 ericd
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|2 ericd
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|a Mathematics Education Research
|a Van Hiele Levels
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|a Reports, Research.
|2 ericd
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|a University of Chicago.
|0 http://id.loc.gov/authorities/names/n79058404
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