Using the van Hiele theory to analyse the teaching of geometrical proof at Grade 8 in Shanghai, China

Description/Abstract

The data reported in this paper come from a study aimed at explaining how successful teachers teach proof in geometry. Through a careful analysis of a series of lessons taught in Grade 8 in Shanghai, China, the paper reports on the appropriateness of the van Hiele model of ‘teaching phases’ within the Chinese context. The analysis indicates that though the second and third van Hiele teaching phases could be identified in the Chinese lessons, the instructional complexity of, for example, the guided orientation phase means that more research is needed into the validity of the van Hiele model of teaching.