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GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL

Bibliographic Details
Main Author: Silva Xavier, Eliandra
Publication Date: 2021
Other Authors: Siqueira de Oliveira, Edneia
Format: Article
Language: por
Source: Journal of Interdisciplinary Debates
DOI: 10.51249/jid02.03.2021.448
Download full: https://www.periodicojs.com.br/index.php/jid/article/view/448
Summary: Considering that the appropriation of geometric knowledge can help the student to understand the world around him, this work aims to show how the teacher can analyze his student's level of geometric knowledge. As a theoretical contribution, using the Van Hiele Theory which considers that the appropriation of geometric knowledge occurs at five levels, level 1 (recognition, comparison and nomenclature of geometric figures by their appearance), level 2 (analysis of figures, properties and use of them ), level 3 (precise definitions, informal logical arguments and ordering of classes of geometric figures), level 4 (demonstrations and recognition of necessary and sufficient conditions) and level 5 (formal demonstration, establishment of theorems in different systems and comparison of them) .
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spelling GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODELGEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODELGeometry. Van Hiele. LearningGeometry. Van Hiele. LearningConsidering that the appropriation of geometric knowledge can help the student to understand the world around him, this work aims to show how the teacher can analyze his student's level of geometric knowledge. As a theoretical contribution, using the Van Hiele Theory which considers that the appropriation of geometric knowledge occurs at five levels, level 1 (recognition, comparison and nomenclature of geometric figures by their appearance), level 2 (analysis of figures, properties and use of them ), level 3 (precise definitions, informal logical arguments and ordering of classes of geometric figures), level 4 (demonstrations and recognition of necessary and sufficient conditions) and level 5 (formal demonstration, establishment of theorems in different systems and comparison of them) .Considering that the appropriation of geometric knowledge can help the student to understand the world around him, this work aims to show how the teacher can analyze his student's level of geometric knowledge. As a theoretical contribution, using the Van Hiele Theory which considers that the appropriation of geometric knowledge occurs at five levels, level 1 (recognition, comparison and nomenclature of geometric figures by their appearance), level 2 (analysis of figures, properties and use of them ), level 3 (precise definitions, informal logical arguments and ordering of classes of geometric figures), level 4 (demonstrations and recognition of necessary and sufficient conditions) and level 5 (formal demonstration, establishment of theorems in different systems and comparison of them) .Editora Acadêmica Periodicojs2021-09-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicojs.com.br/index.php/jid/article/view/44810.51249/jid02.03.2021.448Journal of Interdisciplinary Debates; Vol. 2 No. 03 (2021)Journal of Interdisciplinary Debates; v. 2 n. 03 (2021)2675-469X10.51249/jid.v2i03reponame:Journal of Interdisciplinary Debatesinstname:Instituto de Ensino e Pesquisa Periodicojsinstacron:IEPPporhttps://www.periodicojs.com.br/index.php/jid/article/view/448/273Copyright (c) 2021 Journal of Interdisciplinary Debatesinfo:eu-repo/semantics/openAccessSilva Xavier, Eliandra Siqueira de Oliveira, Edneia 2022-01-24T15:33:15Zoai:ojs.pkp.sfu.ca:article/448Revistahttps://www.periodicojs.com.br/index.php/jid/indexPRIhttps://www.periodicojs.com.br/index.php/jid/oaijournalinterdisciplinary@gmail.com || periodicojs@gmail.com2675-469X2675-469Xopendoar:2022-01-24T15:33:15Journal of Interdisciplinary Debates - Instituto de Ensino e Pesquisa Periodicojsfalse
dc.title.none.fl_str_mv GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
title GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
spellingShingle GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
Silva Xavier, Eliandra
Geometry. Van Hiele. Learning
Geometry. Van Hiele. Learning
Silva Xavier, Eliandra
Geometry. Van Hiele. Learning
Geometry. Van Hiele. Learning
title_short GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
title_full GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
title_fullStr GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
title_full_unstemmed GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
title_sort GEOMETRICAL KNOWLEDGE LEVEL ACCORDING TO VAN HIELE’S MODEL
author Silva Xavier, Eliandra
author_facet Silva Xavier, Eliandra
Silva Xavier, Eliandra
Siqueira de Oliveira, Edneia
Siqueira de Oliveira, Edneia
author_role author
author2 Siqueira de Oliveira, Edneia
author2_role author
dc.contributor.author.fl_str_mv Silva Xavier, Eliandra
Siqueira de Oliveira, Edneia
dc.subject.por.fl_str_mv Geometry. Van Hiele. Learning
Geometry. Van Hiele. Learning
topic Geometry. Van Hiele. Learning
Geometry. Van Hiele. Learning
description Considering that the appropriation of geometric knowledge can help the student to understand the world around him, this work aims to show how the teacher can analyze his student's level of geometric knowledge. As a theoretical contribution, using the Van Hiele Theory which considers that the appropriation of geometric knowledge occurs at five levels, level 1 (recognition, comparison and nomenclature of geometric figures by their appearance), level 2 (analysis of figures, properties and use of them ), level 3 (precise definitions, informal logical arguments and ordering of classes of geometric figures), level 4 (demonstrations and recognition of necessary and sufficient conditions) and level 5 (formal demonstration, establishment of theorems in different systems and comparison of them) .
publishDate 2021
dc.date.none.fl_str_mv 2021-09-22
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.periodicojs.com.br/index.php/jid/article/view/448
10.51249/jid02.03.2021.448
url https://www.periodicojs.com.br/index.php/jid/article/view/448
identifier_str_mv 10.51249/jid02.03.2021.448
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicojs.com.br/index.php/jid/article/view/448/273
dc.rights.driver.fl_str_mv Copyright (c) 2021 Journal of Interdisciplinary Debates
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Journal of Interdisciplinary Debates
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora Acadêmica Periodicojs
publisher.none.fl_str_mv Editora Acadêmica Periodicojs
dc.source.none.fl_str_mv Journal of Interdisciplinary Debates; Vol. 2 No. 03 (2021)
Journal of Interdisciplinary Debates; v. 2 n. 03 (2021)
2675-469X
10.51249/jid.v2i03
reponame:Journal of Interdisciplinary Debates
instname:Instituto de Ensino e Pesquisa Periodicojs
instacron:IEPP
instname_str Instituto de Ensino e Pesquisa Periodicojs
instacron_str IEPP
institution IEPP
reponame_str Journal of Interdisciplinary Debates
collection Journal of Interdisciplinary Debates
repository.name.fl_str_mv Journal of Interdisciplinary Debates - Instituto de Ensino e Pesquisa Periodicojs
repository.mail.fl_str_mv journalinterdisciplinary@gmail.com || periodicojs@gmail.com
_version_ 1822182177536737280
dc.identifier.doi.none.fl_str_mv 10.51249/jid02.03.2021.448

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