Unveiling the Levels of Geometric Thinking of RN Pedagogy Students

Abstract

The goal of this work is to understand why undergraduate students struggle with abstract thinking in geometry. Specifically, they have difficulty systematizing Euclidian geometric thinking, which should have been studied since elementary school. To understand this problem, we rely on a theory that identifies the levels of geometric thinking and the specific knowledge that a teacher must have to teach it. We use the Van-Hiele model of geometric thinking and classifications established by theoretical model Mathematics Teachers’ Specialized Knowledge (MTSK). We use a case study methodology, which involves a survey composed of four questions focused on the first levels of Van Hiele’s geometrical thinking involving quadrilaterals. We used questionnaires with written records and applied them to 6th semester Pedagogy undergraduate students. The data collected suggests that the majority of the students are at level zero of Van Hiele’s theory. This indicates a need for basic and continued education for these future teachers, emphasizing the need for specific and specialized mathematical knowledge.