Impact of Van Hieles’ Geometric Model on Pedagogical Abilities of Nigeria Certificate in Education Mathematics Students
- July 25, 2019
- Posted by: RSIS
- Category: Education
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VII, July 2019 | ISSN 2454–6186
Dr. A.A. Hassan1, Prof. Y.K. Kajuru2, Abari, M.T.3
1Science Education Department, Federal University of Technology, Minna, Nigeria
2Department of Science Education, Ahmadu Bello University, Zaria, Nigeria
3Mathematics Education Department, Federal University of Agriculture, Makurdi, Nigeria
Abstract:- The purpose of this study “The Impact of Van Hieles’ Geometric Model on the pedagogical Abilities of Nigeria Certificate in Education Mathematics Students in Niger State Nigeria is an intervention programme oriented towards Mathematics Teacher preparation and professional development in colleges of education. Sixty subjects (30 male and 30 female) were both purposively and randomly sampled from two colleges of education. Two instruments were used for the study, a Geometry Achievement Test (GAT ‘A’) and Geometry Teaching Practice Assessment with reliability coefficients r = 0.72 and 0.78 respectively. About 300 Junior Secondary School students were involved. Two null hypotheses were formulated and t- test was used to analyze the data. The study revealed that significant difference exists between NCE II mathematics students with geometric pedagogical Abilities and those without. Also, significant difference exists in Geometry performance between JSS III students taught by the Experimental group and Control group. It is recommended that there should be an increased emphasis on continual training of NCE mathematics students on geometry pedagogy even after graduation to keep them abreast of the currents research in geometry teaching and learning practices.
Keywords: Van Hieles’ Geometric model, pedagogical Abilities and Mathematics.
I. INTRODUCTION
The approach and methods used in teaching and learning of mathematics in general and geometry in particular have continued to generate interest among mathematicians and mathematics educators in recent years. This is because the approaches and methods have a huge impact on how much students learn in the classroom as well as on the quality of the learning that take place. Also, it is believed that, appropriate teaching methods can improve students’ level of understanding and help them master mathematical principles and procedures. The methods used also influence how students engage in and enjoy learning.
