摘要：Geometry is one of the basic skills to be mastered in Malaysian mathematics
education. However, there is not much information on geometry attainment of the
elementary school students based on van Hiele’s levels. The purpose of this study
was to determine the van Hiele’s levels of geometric thinking among the
elementary school learners. Three different instructional strategies based on
modules were tested on three groups of students ;(i) van Hiele’s phases of learning
(VH-PL) module that guides students through the van Hiele’s learning process, (ii)
van Hiele’s theory which is integrated with the Google SketchUp software (VHGSU)
module and (iii) use of conventional instruction (NVH-CI) module which
refers to teaching strategy without the use of van Hiele’s theory of learning or any
software in the teaching. This true experimental study involved 96 Year Five
students of a Malaysian public school. Data were collected using Wu’s Geometry
Test (WGT) and sample responses identified by Fuys, Geddes, and Tischler
(1988). Results showed that at the onset of the experiment, the students were
operating at the lower levels of van Hiele’s levels of geometric thinking. After the
intervention, results of the WGT showed that most of the students in all three
groups achieved a higher level of van Hiele’s geometric thinking.
关键词：geometry; van Hiele’s levels of geometric thinking; van Hiele’s phases of
learning; Wu’s geometry test; geometric thinking
