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This paper reports about a study undertaken on the mathematics textbook and teacher’s guide used at 6th grade in Ethiopia, with a particular focus on geometry. The study draws on a framework composed of van Hiele’s model of geometrical thinking and Freudenthal’s didactical phenomenology. The interest is to find out which levels of geometrical thinking are emphasized and whether phenomena familiar to Ethiopian children are used as context. Document analysis method is used. The results show that geometry topics mostly focus on analysis and informal deduction levels. The approach is usually contrary to van Hiele’s suggestion of order. Ethiopian grade six students are demanded to demonstrate formal deduction level. The study’s implications are set out.

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Examining Geometry in the Textbook and Teacher’s Guide at Middle School in the Light of Van Hiele’s Model and Didactical Phenomenology

  • 会议论文

  • 出版模式：

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  • 发表日期：

    2025年

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  • Andualem Tamiru Gebremichael

摘要

This paper reports about a study undertaken on the mathematics textbook and teacher’s guide used at 6th grade in Ethiopia, with a particular focus on geometry. The study draws on a framework composed of van Hiele’s model of geometrical thinking and Freudenthal’s didactical phenomenology. The interest is to find out which levels of geometrical thinking are emphasized and whether phenomena familiar to Ethiopian children are used as context. Document analysis method is used. The results show that geometry topics mostly focus on analysis and informal deduction levels. The approach is usually contrary to van Hiele’s suggestion of order. Ethiopian grade six students are demanded to demonstrate formal deduction level. The study’s implications are set out.