MIP2601
ASSIGNMENT 1
DUE DATE: 13 MAY 2026
, MIP2601 Formative Assessment 1 2026
DUE 13 MAY 2026
Assignment Structure, Suggested Sections and Mark Allocation
Section Description Marks
20
A: Conceptual Explain the origin, key ideas and the five levels of the Van Hiele
model. Discuss the characteristics of each level with examples from
geometry.
Geometry is a foundational component of mathematics in the Intermediate Phase,
requiring learners not only to recognise shapes but to reason about their properties and
relationships. However, many learners struggle with geometry due to a mismatch
between instructional methods and their level of geometric thinking. The Van Hiele
theory of geometric thought provides a structured framework for understanding how
learners progress in geometry and how teaching should be aligned with their cognitive
development.
Section A: Conceptual Framework of the Van Hiele Model (20 marks)
Origin and Key Ideas of the Van Hiele Theory
The Van Hiele theory was developed in the 1950s by Dutch educators Pierre van Hiele
and Dina van Hiele-Geldof. The theory proposes that learners progress through five
hierarchical levels of geometric thinking, and that movement between levels depends on
instruction and experience, not age. Learners cannot skip levels, and teaching that is
pitched above a learner’s current level is largely ineffective.
ASSIGNMENT 1
DUE DATE: 13 MAY 2026
, MIP2601 Formative Assessment 1 2026
DUE 13 MAY 2026
Assignment Structure, Suggested Sections and Mark Allocation
Section Description Marks
20
A: Conceptual Explain the origin, key ideas and the five levels of the Van Hiele
model. Discuss the characteristics of each level with examples from
geometry.
Geometry is a foundational component of mathematics in the Intermediate Phase,
requiring learners not only to recognise shapes but to reason about their properties and
relationships. However, many learners struggle with geometry due to a mismatch
between instructional methods and their level of geometric thinking. The Van Hiele
theory of geometric thought provides a structured framework for understanding how
learners progress in geometry and how teaching should be aligned with their cognitive
development.
Section A: Conceptual Framework of the Van Hiele Model (20 marks)
Origin and Key Ideas of the Van Hiele Theory
The Van Hiele theory was developed in the 1950s by Dutch educators Pierre van Hiele
and Dina van Hiele-Geldof. The theory proposes that learners progress through five
hierarchical levels of geometric thinking, and that movement between levels depends on
instruction and experience, not age. Learners cannot skip levels, and teaching that is
pitched above a learner’s current level is largely ineffective.
