Improvement of Geometry Knowledge

on Third Cycle of Basic Education

Mathematics Teachers in Honduras
Using Honduran Textbooks
Defense of Master’s Thesis
By
Napoleon Avila Ortega
For Degree of Master of Arts in Education

Graduate School
Master’s Program in Education - Mathematics Education Course
University of Tsukuba
January 27, 2011

Advisor
Masami Isoda
Graduate School of Comprehensive Human Sciences
Introduction
 Aim of Research:
Improvement on academic
performance in mathematics on
Basic Education in Honduras
through:
◦ Identification of mathematics teachers’
competency and ability in geometry
knowledge
◦ Development of mathematics teachers’
geometrical thinking
 Purpose of Research
1. Measure the level of Geometry knowledge
using tests based on van Hiele Levels.
2. Conduct an intensive course on Geometry
contents using Honduran mathematics
textbooks for secondary junior high school.
3. Determine the impact of intensive course.
4. Review research’s results for implementation
and developing on further teachers training
programs in Honduras.
Questions of Research
1. What is the Geometry knowledge by
van Hiele Levels of undergraduate
pre-service mathematics teachers
from Choluteca FID-UPNFM?
2. What can learn undergraduate pre-
service mathematics teachers from
Choluteca FID-UPNFM, through an
intensive course on Geometry
contents using secondary junior high
school mathematics textbooks?
Methodology of Research
 The research was conducted on August,
9th to 13th of 2010 (5 days).
 Sample of 48 undergraduate pre-service
mathematics teachers for junior high
school (7th to 9th grades of Basic
Education in Honduras).
 Research’s stages:

◦ Pre-tests
◦ Intensive course (25 hours)
◦ Post-tests
Methodology of Research (2)
 Test Instruments:
◦ Van Hiele Geometry Test (by Usiskin, 1982).
◦ Basic Geometry Test on contents of 4th to 6th
grades of Basic Education (Second Cycle).
◦ Basic Geometry Test on contents 7th to 9th
grades of Basic Education (Third Cycle).
 Basic Geometry Tests are based on Honduras mathematics
textbooks.
 Methodology of Research (3)
Geometry Contents of Basic Education in Honduras
4th grade 5th grade 6th grade 7th grade 8th grade 9th grade

Angles Angles Angles Congruent

Angles Complem. & Supplem. Bisector Perpendicular & Parallel lines Triangles
(8 hours) (2 hours) (2 hours) (19 hours) (31 hours)

Circle & Set of Points

Triangles Similar Triangles
Circumference Point, Line & Plane
(7 hours) (5 hours) (23 hours)
(10 hours)

Quadrillaterals Poligons Quadrillaterals Regular Poligons

(7 hours) (10 hours) (17 hours) (18 hours)

Solids
Solids Solids Solids Area & Volume
Construction
(7 hours) (7 hours) (9 hours)
(15 hours)

Pythagorean
Location of Points Symmetry
Theorem
(4 hours) (11 hours)
(16 hours)
 Methodology of Research (4)
Contents of Basic Geometry Tests
4th grade 5th grade 6th grade 7th grade 8th grade 9th grade

Angles Angles Angles Congruent

Angles Complementary & Perpendicular &
Supplementary.
Bisector Parallel lines Triangles

Circle & Set of Points Similar

Triangles
Circumference Point, Line & Plane Triangles

Quadrilateral Regular
Quadrilaterals Poligons
s Polygons
 Methodology of Research (5)
Geometry Contents in Intensive Course
4th grade 5th grade 6th grade 7th grade 8th grade 9th grade

Angles Congruent
Perpendicular &
Parallel lines Triangles

Set of Points Similar

Point, Line & Plane Triangles

Regular
Quadrilaterals
Polygons
Methodology of Research (6)
 Grading of van Hiele Geometry Test:

Meeting criterias:
 Criterion ‘3 of 5’ correct responses of a level fix that level.
Methodology of Research (7)

 Scoring of both Basic Geometry Tests:

◦ It was assigned 1 point per each correct
response.
 Administration of Tests:
◦ All of tests were administered as following
Pre-tests on first day
Post-tests on last day
Results and Discussion
 Participants

◦ Only 4th Year Group has completed 6 months of

teaching practice at elementary and secondary
school.
Results and Discussion (2)
Figure 1. Correct Responses of van Hiele Geometry Test (All participants)

• There is a small increment of correct answers on majority of Items.

• On pre-test Items Q1, Q3, and Q9 there is the highest amount of correct answers.
• Unexpected result on Item Q7. Option A has an increment of responses.
 Results and Discussion (3)
Figure 2. Distribution into van Hiele Levels (All participants, ‘3 of 5’ Criterion)

• Tendency of the whole group to move to highest level.

• And also there is a decrement in the number of participants that Not
Fit in van Hiele Model (from 25% to 10% of participants).
 Results and Discussion (4)
Figure 3. Correct Responses of Basic Geometry Test on 2nd Cycle of BE (All participants)

• Majority of Items have an increment of the number of correct responses

(Q1, Q2, Q4, Q5, Q7 Q8, Q9 and Q10).
• And the two Items have decrement (Q3 and Q6).
• The Item Q10 (for Level 3) has a significant increment of correct responses.
 Results and Discussion (5)
Figure 4. Distribution into Score of Basic Geometry Test on 2nd Cycle of BE (All participants)

There are better results in this test after Intensive Course, probably the
training of Geometry contents on Third Cycle (grades 7th – 9th) help them
to understand better the Geometry contents of Second Cycle (grades 4th –
6th).
 Results and Discussion (6)
Figure 6. Correct Responses of Basic Geometry Test on 3rd Cycle of BE (All participants)

• Item Q2 and Q5 have highest percentage of correct responses for the group.
• On Item Q5 has a significant increment of correct responses (increased by 28/48).
• Unexpected result was observed on Item Q4 where the option B (incorrect response)
has an increment of responses.
 Results and Discussion (7)
Figure 5. Distribution into Score of Basic Geometry Test on 3rd Cycle of BE (All participants)

• Tendency of the whole group to increment the score test.

 Conclusions (1)

 What is the Geometry knowledge by van Hiele

Level of undergraduate pre-service mathematics
teachers from Choluteca FID-UPNFM?
By a grading criterion of ‘3 of 5’ correct answers
on van Hiele Geometry Test, the 42% of
participants fixed on Level 1 and the 25% in Level
2. These mean that van Hiele Level of the majority
is Level 1, after the Intensive Course.
 Conclusions (2)

 What can learn undergraduate pre-service

mathematics teachers from Choluteca FID-UPNFM,
thought a intensive course on Geometry contents
using secondary junior high school mathematics
textbooks?
There was a small difference between the performance
of correct responses of Pre-test and Post-test.
They showed interest to learn more about Geometry
contents.
In the intensive course participants only got a lot of
contents with out opportunity of getting in self.
 Significance of Results

 These results are useful to discuses

improvement of mathematics curriculum
of Pre-service Mathematics teacher for
Third Cycle of Basic Education in FID-
Choluteca.
 Recommendations

 The participants has a low level performance

in Geometry (by van Hiele Model), then it is
necessary to review and improve curriculum
design of FID-UPNFM.
 Conduct a similar research for diagnosis in

other locations of Honduras where is

implemented Initial Teacher Training for
Mathematics Teacher of Third Cycle of Basic
Education.
Thank You Very Much for Your Attentions