The Teachers’ level of understanding geometry concepts vis-à-vis van Hiele’s geometric thinking model

Abstract

This study examined Secondary school Mathematics teachers’ Levels of Understanding Geometry based on van Hiele’s thinking model. In doing so, the study used a standard test result administered to 72 teachers who joined Anonymous University in Ethiopia for the PGDT program in the summer season. The study revealed that teachers lack the level of understanding that is relevant to teaching geometric concepts incorporated into the secondary school curriculum. Thus, intervention to enhance teachers’ level of understanding of geometry needs immediate attention. The problem needs special attention to break the vicious circle that today’s students are tomorrow’s teachers who lack to scaffold their students to benefit from the education system.