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This study assessed elementary pre-service teachers’ geometric thinking within the first three levels of van Hiele’s model, guided by objectives on distribution, significance for teaching geometry, and gender differences. A descriptive survey design was used with 217 participants from four Ghana Colleges of Education, using an adapted and pilot-tested van Hiele instrument with reliability 0.71–0.74.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-van-hieles-geometric-thinking-levels-among-elementary-pre-service-mathematics-teachers-full-length-research-paper/591096/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-van-hieles-geometric-thinking-levels-among-elementary-pre-service-mathematics-teachers-full-length-research-paper/591096.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of assessing geometric thinking in this study?","Question",{"text":112,"@type":113},"The study aimed to assess elementary pre-service teachers’ geometric thinking across the first three levels of van Hiele’s model, including how it is distributed and how significant it is for teaching geometry.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the pre-service teachers selected and how many participated?",{"text":117,"@type":113},"Participants were prospective mathematics teachers drawn from four Colleges of Education in Ghana, with the colleges randomly selected; 217 pre-service teachers took part in the study.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about teachers’ geometric thinking levels and gender differences?",{"text":121,"@type":113},"Findings showed that preservice teachers have limited geometric thinking within the first three levels, while their thinking in the assessed levels was significant for teaching geometry. 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Teachers’ thinking about geometry has attracted much attention among mathematics education researchers. This study therefore aimed at assessing elementary pre-service teachers’ geometric thinking within the first three levels of van Hiele’s model. The study was guided by three objectives. The objectives were to (1) assess the distribution of van Hiele’s geometric thinking among the study participants, (2) determine if the participating pre-service teachers’ geometric thinking is significant for teaching geometry, and (3) find out if any difference in geometric thinking of the pre-service teachers existed with regard to gender. The study used the descriptive survey design. The study participants were prospective mathematics teachers drawn from four Colleges of Education in the Bono Region and Ashanti Region of Ghana. The Colleges were randomly selected for the study. The study participants comprised 217 pre-service teachers. The van Hiele’s test instrument was adapted and pilot tested to assess the internal consistency of the items in the various levels. The calculated reliability coefficient of the instrument ranged from 0.71 to 0.74. The instrument was administered to the study participants on the scheduled date. Data generated from the participants were analysed based on the study objectives. Findings from the analyses show that preservice teachers have limited geometric thinking within the first three levels. However, their geometric thinking of the levels assessed was found to be significant which could have some impact on teaching geometry. Findings also reveal gender differences in pre-service mathematics geometric thinking. It is recommended that conscious effort must be made by mathematics teacher educators in the Colleges of Education to deepen the pre-service mathematics teachers’ geometric thinking.\u003Cbr>Keywords: Gender, geometric thinking, pre-service teachers, van Hiele’s thinking levels. |\n| --- |\n| *Corresponding author. E-mail: [ertlarbi@yahoo.com](ertlarbi@yahoo.com). |\n\nINTRODUCTION  \nTeachers’ depth of knowledge is considered one of the most significant variables responsible for effective teaching. Teachers’ understanding of the subject matter serves as an underlying factor for instructional quality , and also as a predictor of students’ achievement (Hill et al. , 2005; Robichaux-Davis and Guarino, 2016) . Almost all classroom activities are centred on the knowledge base of the teacher. According to Krauss et al (2008), a  \nhigh teacher knowledge base of the subject matter forms the pivotal knowledge for teacher competency. Although there are several knowledge-base a teacher needs to possess (Shulman, 1986) , knowledge of subject matter is of critical concern to teacher education programmes (Aslan-Tutak and Adams, 2015) . Aslan-Tutak and Adams (2015) emphasise that the subject matter knowledge of the teachers has a strong effect on their pedagogical  \nBonyah and Larbi 845  \npractices. In effect, teachers must possess adequate knowledge of what they are supposed to teach before they can be in a position to determine how best to develop that knowledge among students.  \nThe main reason for teaching mathematics is to enable students to develop high reasoning abilities in solving problems, and to enable them to utilise mathematics knowledge within and across all fi","cbCaib3OfqOHFmEj","https://ap.wps.com/l/cbCaib3OfqOHFmEj","pdf",102808,"English","# Abstract\n# Introduction","[{\"question\":\"What was the purpose of assessing geometric thinking in this study?\",\"answer\":\"The study aimed to assess elementary pre-service teachers’ geometric thinking across the first three levels of van Hiele’s model, including how it is distributed and how significant it is for teaching geometry.\"},{\"question\":\"How were the pre-service teachers selected and how many participated?\",\"answer\":\"Participants were prospective mathematics teachers drawn from four Colleges of Education in Ghana, with the colleges randomly selected; 217 pre-service teachers took part in the study.\"},{\"question\":\"What did the study find about teachers’ geometric thinking levels and gender differences?\",\"answer\":\"Findings showed that preservice teachers have limited geometric thinking within the first three levels, while their thinking in the assessed levels was significant for teaching geometry. The study also reported gender differences in pre-service mathematics geometric thinking.\"}]","Assessing van Hiele’s geometric thinking levels among elementary pre-service mathematics teachers - Full Length Research Paper | PDF",1792071113]