MIP2601
Assignment 1 2026
Unique number:
Due Date: 13 May 2026
This document includes:
Helpful answers and guidelines
Detailed explanations and/ or calculations
References
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+27 81 278 3372
, SECTION A
The Van Hiele model of geometric thinking was developed in the 1950s by Pierre
van Hiele and Dina van Hiele-Geldof. The theory emerged from their concern about
learners’ poor performance in geometry and their own difficulties as teachers in
helping learners understand geometric concepts. They realised that learners were
not failing because geometry was too difficult, but because it was taught at a level of
thinking that learners had not yet reached. The Van Hiele theory therefore explains
how learners’ geometric thinking develops in stages and how teaching should be
aligned with these stages to support learning (MIP2601 Study Guide, 2020).
Key Ideas of the Van Hiele Model
The central idea of the Van Hiele model is that geometric understanding develops
through five hierarchical levels. Learners must move through the levels in
sequence, and progression depends more on instruction and experience than on
age. Each level has its own language, way of reasoning, and understanding of
geometry. If teaching is pitched above a learner’s level, meaningful learning will not
occur. Teachers therefore play a crucial role in guiding learners from one level to the
next through appropriate activities and language (MIP2601 Study Guide, 2020).
The Five Levels of Geometric Thinking
Level 0: Visualisation
At this level, learners recognise shapes based on their overall appearance. They
identify shapes such as squares, circles, and triangles by what they look like, rather
than by their properties. For example, a learner may identify a square because it
“looks like a box”, but may not recognise it if it is rotated. Learners cannot yet
distinguish between shapes such as squares and rectangles based on properties
(MIP2601 Study Guide, 2020).
Level 1: Analysis
© Study Shack 2026. All rights Reserved +27 81 278 3372
Assignment 1 2026
Unique number:
Due Date: 13 May 2026
This document includes:
Helpful answers and guidelines
Detailed explanations and/ or calculations
References
Connect with the tutor on
+27 81 278 3372
, SECTION A
The Van Hiele model of geometric thinking was developed in the 1950s by Pierre
van Hiele and Dina van Hiele-Geldof. The theory emerged from their concern about
learners’ poor performance in geometry and their own difficulties as teachers in
helping learners understand geometric concepts. They realised that learners were
not failing because geometry was too difficult, but because it was taught at a level of
thinking that learners had not yet reached. The Van Hiele theory therefore explains
how learners’ geometric thinking develops in stages and how teaching should be
aligned with these stages to support learning (MIP2601 Study Guide, 2020).
Key Ideas of the Van Hiele Model
The central idea of the Van Hiele model is that geometric understanding develops
through five hierarchical levels. Learners must move through the levels in
sequence, and progression depends more on instruction and experience than on
age. Each level has its own language, way of reasoning, and understanding of
geometry. If teaching is pitched above a learner’s level, meaningful learning will not
occur. Teachers therefore play a crucial role in guiding learners from one level to the
next through appropriate activities and language (MIP2601 Study Guide, 2020).
The Five Levels of Geometric Thinking
Level 0: Visualisation
At this level, learners recognise shapes based on their overall appearance. They
identify shapes such as squares, circles, and triangles by what they look like, rather
than by their properties. For example, a learner may identify a square because it
“looks like a box”, but may not recognise it if it is rotated. Learners cannot yet
distinguish between shapes such as squares and rectangles based on properties
(MIP2601 Study Guide, 2020).
Level 1: Analysis
© Study Shack 2026. All rights Reserved +27 81 278 3372
