Towards Improved Geometry Instruction: Learners' Experiences with Technology-Enhanced and Conventional Van Hiele Phased Instruction
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| Title: | Towards Improved Geometry Instruction: Learners' Experiences with Technology-Enhanced and Conventional Van Hiele Phased Instruction |
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| Language: | English |
| Authors: | Issa Ndungo (ORCID |
| Source: | Electronic Journal for Research in Science & Mathematics Education. 2025 29(2):33-56. |
| Availability: | International Consortium for Research in Science & Mathematics Education. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Geometry, Mathematics Instruction, Sequential Learning, Technology Uses in Education, Conventional Instruction, Student Experience, Secondary School Students, Secondary School Mathematics, Foreign Countries, Student Attitudes, Instructional Effectiveness, Barriers, Student Needs |
| Geographic Terms: | Uganda |
| ISSN: | 2692-241X |
| Abstract: | This study investigated learners' experiences and understanding of transformation geometry using two instructional strategies: Conventional Van Hiele Phased Instruction (CVHPI) and TechnologyEnhanced Van Hiele Phased Instruction (TVHPI), incorporating GeoGebra as a digital tool. Through semi-structured interviews, qualitative data were collected from 48 Senior Three secondary school learners who participated. Thematic analysis revealed that TVHPI, supported by GeoGebra, enhanced visual learning and dynamic interaction with geometric concepts, though learners faced technical challenges and limited practice time. CVHPI, while providing structured and step-by-step instruction, particularly benefited lower achievers but was less effective in addressing complex misunderstandings. As a result of this study, a Geometry Pedagogical Improvement Cycle (GeoPIC) framework was developed to improve the teaching and learning of geometry through a continuous and systematic process. The GeoPIC framework emphasizes adopting instructional strategies, tailoring them to individual needs, aligning with learner expectations, and incorporating feedback through a cyclical reflection and adjustment process. This study highlights the potential of combining technology-enhanced tools with conventional instruction and presents GeoPIC as a model for refining pedagogical approaches in geometry education. |
| Abstractor: | As Provided |
| Notes: | https://docs.google.com/spreadsheets/d/1aIfYwD3LX1SBOGRpqPq-22-f-On0BuGD/edit?gid=1200165066#gid=1200165066 |
| Entry Date: | 2025 |
| Accession Number: | EJ1480291 |
| Database: | ERIC |
| Abstract: | This study investigated learners' experiences and understanding of transformation geometry using two instructional strategies: Conventional Van Hiele Phased Instruction (CVHPI) and TechnologyEnhanced Van Hiele Phased Instruction (TVHPI), incorporating GeoGebra as a digital tool. Through semi-structured interviews, qualitative data were collected from 48 Senior Three secondary school learners who participated. Thematic analysis revealed that TVHPI, supported by GeoGebra, enhanced visual learning and dynamic interaction with geometric concepts, though learners faced technical challenges and limited practice time. CVHPI, while providing structured and step-by-step instruction, particularly benefited lower achievers but was less effective in addressing complex misunderstandings. As a result of this study, a Geometry Pedagogical Improvement Cycle (GeoPIC) framework was developed to improve the teaching and learning of geometry through a continuous and systematic process. The GeoPIC framework emphasizes adopting instructional strategies, tailoring them to individual needs, aligning with learner expectations, and incorporating feedback through a cyclical reflection and adjustment process. This study highlights the potential of combining technology-enhanced tools with conventional instruction and presents GeoPIC as a model for refining pedagogical approaches in geometry education. |
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| ISSN: | 2692-241X |
