Didactic proposal for teaching Geometry from the Van Hiele perspective

Abstract

In education, teaching geometry represents a constant challenge, as many students encounter difficulties in understanding its concepts and uses, due to geometry being perceived as an abstract subject distant from daily life. Traditional teaching methods often focus on the memorization of formulas and theorems. To address this issue, the Van Hiele model was employed in this study to improve students' understanding and abstraction skills in geometry. This model proposes five stages that guide teachers in creating learning activities. Geometry not only develops skills in students but also has applications in various fields. Therefore, it is essential for teachers to explore different ways of applying the principles of Van Hiele. In the educational unit Raffaello Santi, this approach was implemented with favorable results in the ninth year of basic education. Statistical analyses revealed significant differences between the groups, confirming a better performance of the experimental group. While correct results are important, the students' reasoning process is crucial in their professional development.