Learning to Teach Euclidean Geometry: Pre-service Teachers’ van Hiele Experiences

Robert Benjamin Armah

doi:10.58421/misro.v5i4.1731

DOI:

https://doi.org/10.58421/misro.v5i4.1731

Authors

Robert Benjamin Armah University of Education, Winneba

Keywords:

Euclidean geometry, Learning experiences, Pre-service teachers, Traditional instruction, van Hiele phase-based instruction

Abstract

Euclidean geometry is central to mathematics teacher education, yet many pre-service teachers struggle with geometric reasoning and proof. This qualitative follow-up study examined how 12 pre-service teachers from two Colleges of Education experienced learning geometry through either traditional instruction or a van Hiele phase-based model. Data from reflective journals and semi-structured interviews were analysed using interpretive thematic analysis. Findings revealed that van Hiele participants developed the ability to follow proof logic, trusted that difficulty would eventually make sense, described their learning as gradual, and left with a clear vision for teaching geometry. By contrast, traditional instruction participants described memorisation without understanding, disengagement when lost, and uncertainty about future teaching. The findings demonstrate that instructional design shapes not only what pre-service teachers know but also how they reason, persist, and imagine themselves as future geometry teachers. Implications for teacher education programmes are discussed.

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References

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