earticle

영어

This study describes a theory-based instructional approach that aimed to overcome the gap between the geometrical level of thinking (van Hiele) expected in given assignments and students' level of thinking. The research formulated a method that enabled students who did not reach van Hiele’s level 3 (Order) to classify special parallelograms via conceptual behavior. Korean ninth-grade low achievers were introduced to parallelograms in a process involving dynamic and continuous shape changes of multi-named-objects in order to enlarge the concept image. The results of the study seem promising.