by C. Elkins, OK Math and Reading Lady

Today’s post will focus on an aspect of geometry involving levels of thought. We know PreK or KG students aren’t ready for formal definitions regarding shapes. Starting about 2nd grade, students might be ready to describe shapes using specific attributes. Pierre and Dina van Hiele are Dutch math educators who have an excellent way to describe how children move through these geometric thinking levels. They are called “The van Hiele Levels of Geometric Thought.” Click on this link for a full description: The van Hiele Model Also – some good resources at the end of this post.

I became interested in these levels as I was doing research about better ways to help students master standards in Geometry. (See more information below regarding these levels.) Am I supposed to teach them the “proper definition” of a square in KG? At what point should students begin to understand the specific properties of a square – that it is actually a specific type of rectangle. And . . . when is it appropriate to help students realize that a square is also classified as a rhombus, rectangle, parallelogram, and quadrilateral? Click on the link for a pdf copy of the chart below: van Hiele Levels 0, 1, 2

What can we as teachers do to help them move through the levels? According to van Hiele, the levels can’t be skipped – children must progress through each hierarchy of thought. So while there is no grade level attached to these levels, I like to think of the **Visualization Level** as the beginning point most appropriate for PreK-1st or 2nd grade students. **Level 1** thinking might surface in grade 2 or 3 (and up). Students capable of** Level 2** thinking may start with 3rd – 8th grade. Students in high school geometry might function at **Level 3** thinking.

One of the properties of the levels he described has the name of “Separation.” The article linked above states: A teacher who is reasoning at one level speaks a different “language” from a student at a lower level, preventing understanding. When a teacher speaks of a “square” she or he means a special type of rectangle. A student at Level 0 or 1 will not have the same understanding of this term. The student does not understand the teacher, and the teacher does not understand how the student is reasoning. The van Hieles believed this property was one of the main reasons for failure in geometry. Teachers believe they are expressing themselves clearly and logically, but their Level 3 or 4 reasoning is not understandable to students at lower levels. Ideally, the teacher and students need shared experiences behind their language.

**Here’s a closer look at the levels.** Continue reading