lOMoARcPSD|51776212
, lOMoARcPSD|51776212
MIP2601/102/0/2026
MIP2601 Assignment 1 2026 - DUE 13 May 2026 [complete answers]
ASSIGNMENT 1
UNDERSTANDING AND APPLYING THE VAN HIELE FRAMEWORK IN INTERMEDIATE
PHASE MATHEMATICS EDUCATION
MIP2601 Assignment 1 (2026)
Understanding and Applying the Van Hiele Framework in Intermediate Phase
Mathematics Education
Section A: Conceptual Framework of the Van Hiele Theory (20 Marks)
The Van Hiele theory of geometric thought was developed in the 1950s by Dutch
educators, Pierre van Hiele and Dina van Hiele-Geldof. Their research emerged from
classroom observations which revealed that learners experience difficulty in geometry
not because of inability, but because instruction is often presented at a level higher than
their current level of thinking. The Van Hiele model proposes that learners progress
through hierarchical levels of geometric reasoning, and that movement between levels
depends on instruction rather than age or maturation.
Key Ideas of the Van Hiele Model
The model is based on several important principles:
1. Learners progress through distinct levels of geometric thought.
2. Levels are hierarchical; one cannot skip a level.
3. Each level has its own language and symbols.
4. Instruction must match the learner’s level of thinking.
5. Progression occurs through guided learning experiences.
The Five Van Hiele Levels
Level 0: Visualisation (Recognition)
At this level, learners recognise shapes based on their overall appearance. They identify
shapes holistically but do not analyse their properties.
Example:
A Grade 5 learner identifies a square because “it looks like a box” but cannot explain that
it has four equal sides and four right angles.
Characteristics:
2
, lOMoARcPSD|51776212
MIP2601/102/0/2026
MIP2601 Assignment 1 2026 - DUE 13 May 2026 [complete answers]
ASSIGNMENT 1
UNDERSTANDING AND APPLYING THE VAN HIELE FRAMEWORK IN INTERMEDIATE
PHASE MATHEMATICS EDUCATION
MIP2601 Assignment 1 (2026)
Understanding and Applying the Van Hiele Framework in Intermediate Phase
Mathematics Education
Section A: Conceptual Framework of the Van Hiele Theory (20 Marks)
The Van Hiele theory of geometric thought was developed in the 1950s by Dutch
educators, Pierre van Hiele and Dina van Hiele-Geldof. Their research emerged from
classroom observations which revealed that learners experience difficulty in geometry
not because of inability, but because instruction is often presented at a level higher than
their current level of thinking. The Van Hiele model proposes that learners progress
through hierarchical levels of geometric reasoning, and that movement between levels
depends on instruction rather than age or maturation.
Key Ideas of the Van Hiele Model
The model is based on several important principles:
1. Learners progress through distinct levels of geometric thought.
2. Levels are hierarchical; one cannot skip a level.
3. Each level has its own language and symbols.
4. Instruction must match the learner’s level of thinking.
5. Progression occurs through guided learning experiences.
The Five Van Hiele Levels
Level 0: Visualisation (Recognition)
At this level, learners recognise shapes based on their overall appearance. They identify
shapes holistically but do not analyse their properties.
Example:
A Grade 5 learner identifies a square because “it looks like a box” but cannot explain that
it has four equal sides and four right angles.
Characteristics:
2
