Teaching Geometry Using Van Hiele’s Phase-Based Instructional Strategy

Abstract

The purpose of this concept paper is to 1. emphasize the use of Van Hiele's Phase-Based Instructional Strategy in teaching geometry, 2. evaluate the advantages of using Van Hiele's Phase-Based Instructional Strategy in teaching geometry, and 3. highlight significant previous studies undertaken in this specific field. The researchers elucidate the significance of learning geometry, its intimate correlation with other fields of mathematics, and the challenges students face when delving into the subject. The researchers offer valuable pedagogical perspectives, comparing the conventional approach to learning geometry with Van Hiele's Phase-Based Instructional Strategy. As the literature indicated, the writers partitioned the crucial paper into three sections. Challenges faced by students in learning geometry in school, factors contributing to teaching difficulties in school geometry, and instructional strategy based on Van Hiele's phases. The literature presents several advantages of Van Hiele's Phase-Based Instructional Strategy. Teachers must be cognizant of the advantages of employing Van Hiele's Phase-Based Instructional Strategy when teaching geometry. Further investigation is necessary to broaden the scope of research in this domain, intending to identify efficacious educational approaches that promote the utilization of Van Hiele's Phase-Based Instructional Strategy in diverse mathematical areas, as well as in other subjects, including physics, science, computer science, and the STEM projects.