The Distribution of Van Hiele Levels of Geometrical Thought for students and Its Relationship with geometric- proof And logical-mathematical thinking (A Field study in Lattakia City )

This study aimed to extent of the distribution of the Van Hiele levels in geometrical reasoning in secondary school students (the second secondary grade), and its relationship with geometric- proof And logical-mathematical thinking, And a random sample of (200) two hundred students was chosen from both genders from the public schools in the Lattakia city, The research used the Van Hiele geometry test, and she used Achievement test for writing proofs in Geometry, And logical-mathematical thinking test. The results showed the Van Hiele levels of geometrical reasoning were present distributed at the first fourth levels with varying degrees in secondary school students (the second secondary grade), and There was a strong correlation between the two variables (Van Hiele / Geometric proof) for students, and There is a strong and positive relationship between the two variables(Logical-mathematical thinking / Geometry proof) for students, and There was a strong correlation between the two variables (Logical-mathematical thinking / Van Hiele) for students.

Changing of Van Hiele Levels of Geometrical thinking for Open Education Student Teachers upon Taking the Course on Geometric Concepts and its Methods of Teaching and Their Relationship to Achievement

This study aimed to investigate changes in Van Hiele levels of Geometrical thinking for open education student teachers upon taking the course on (Geometric Concepts and its Methods of Teaching) and their relationship to achievement, in the College of Education at Damascus University. A sample of (101) student teachers was chosen (males and females, Syrians and UNRWA) from the fourth – year open education student teachers. The researcher used the Van Hiele Geometrical Thought Test (with α = 0.82) in the Syrian environment, and an achievement test (with α =0.89). The results showed positive changes in Van Hiele levels of geometrical thought in open education student teachers, after taking the course of (Geometric Concepts and its Methods of Teaching), where most student teachers advanced to higher levels of Geometrical thinking. In addition, the results showed a strong significant positive correlation (at level of significance = 0.01) between student teachers' scores on the Van Hiele Geometrical thinking test and their scores on the achievement test at groups of (whole group= 0.555, males= 0.542, females= 0.583, Syrians= 0.544, UNRWA= 0.611). These results could help teachers to use the two tests mutually. The researcher presented several recommendations and suggestions, in light of the study findings.