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It emphasizes separating spatial visualization processes from those connected to solids (polyhedra) and their properties, while noting their strong interdependence. The study focuses on the first area, reporting results from an exploratory experiment aimed at improving sixth-grade students’ spatial visualization 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francaise:  \nHarout Kodjian  \n# Exploring the links\n\nbetween Van Hiele Levels and3-dimensional geometry  \n## Abstract\n\nhis paper presents some hypotheses about the use ofthe Van Hiele Model of thinking as a framework forunderstanding the processes of learning in 3-dimen-sional Geometry.  \nIn this area it is specially important to differentiate theprocesses concerning spatial visualization from those whichrelate to solids (polyhedrons,etc.)and their properties.Theyare two inter-related but different topics,having each one itsown characteristics.Therefore,two different fields of re-search can be considered(although both are stronglyrelated):The use of the Van Hiele Model to understand andorganize the acquisition of abilities of spatial visualizationand the use of the Van Hiele Model to understand andorganize the learning of 3-dimensional Geometry.  \nThis paper deals with the first field,presenting results ofan exploratory experiment aimed at improving the abilitiesof spatial visualization in sixth-grade students.Possible  \n# Exploration des liens entre lesniveaux de Van Hiele et lagéométrie tridimensionnelle\n\n## Resumé\n\nette communication presente quelques hypothesesà propos de l'utilisation du modele de pensee deVan Hiele comme cadre structural pourla compré-hension des processus dapprentissage en géométrie à troisdimensions.  \nDans ce domaine,il est specialement important de bienfaire la différence entre les processus concernant la visuali-sation spatiale et ceux qui sont relies aux solides et à leursproprietés.Ce sont deux thèmes en interaction,mais diffé-rents,chacun ayant ses propres caractéristiques.Par conse-quent,deux champs differents de recherche peuvent etrepris en consideration(quoique les deux soient étroitementreliés):1)I'utilisation du modele de Van Hiele pour compren-dre et organiserl'acquisition des habiletes de visualisationspatiale et 2)I'utilisation du modele de Van Hiele pour com-prendre et organiserl'apprentissage de la géometrie à troisdimensions.  \nCette communication traite du premier de ces deux  \n32  \n1Some authors number the Van Hiele levels fromlevel 0;in this paper they are numbered as follow:Level1 (Recognition),Level 2(Analysis),Level 3Informal deduction),Level 4(Formal deduction).Quelques auteurs numérotent les niveaux de VanHiele a partir de 0;dans cette communication ilssont numérotes comme ceci:niveau 1(Reconnais-sance),niveau 2(Analyse),niveau 3 Deductioninformelle),niveau 4 (Déduction formelle).  \ndescriptors of the Van Hiele levels in this context are statedon the basis of the students'behaviour and answers.  \n### 1.Introduction\n\nSince I.Wirszup reported about the Soviet Curriculum inGeometry in the 60's [28],the Van Hiele Model of Geometri-cal Thinking has become a continuous focus of attentionamong researchers in Mathematical Education.The VanHiele Model consists of two parts:  \n●The first one,the \"levels of thinking\",is a description ofthe ways of thinking that can be found in the student's Ge-ometry.The Van Hiele Model states that a student canprogress through several levels of reasoning during his/herlearning process.The main educational concern for the VanHiele Model is the progress from a level to the following one;this progress cannot be taught,but it is highly dependent onthe kind of teaching.  \n● The second part of the Van Hiele Model,the\"phases oflearning\",is a suggestion to the teachers on how to organizethe teaching of Geometry in order to facilitate and promotethe students to pass from their current level of thinking tothe following one.  \nThe Van Hiele levels have been described in detail severaltimes¹(see[4],[7],[11],or[18D.  \nFrom the Van Hiele levels,some properties may be appar-ent:  \n●Levels are ordered and sequential:Each level meansan improvement over the reasoning abilities of the previousone.Then a student can reach l","cbCaisDSU478NO7B","https://ap.wps.com/l/cbCaisDSU478NO7B","pdf",1834666,18,"English","# Abstract\n## Resumé\n## Introduction","[{\"question\":\"What is the main framework used to analyze learning in three-dimensional geometry?\",\"answer\":\"The paper uses the Van Hiele Model of thinking as a framework to understand learning processes in 3-dimensional geometry.\"},{\"question\":\"How does the paper distinguish spatial visualization from solids-related processes?\",\"answer\":\"It differentiates learning processes involving spatial visualization from those related to solids (polyhedra) and their properties, while still treating them as inter-related topics.\"},{\"question\":\"What does the exploratory experiment aim to improve and for whom?\",\"answer\":\"The experiment targets improving spatial visualization abilities for sixth-grade students.\"}]","Exploring the links between Van Hiele Levels and 3-dimensional geometry | PDF",45]