Van Hiele Model Quiz

Who are the founders of the model?

• Pierre Van Hiele and Diana Van Hiele

• Dr John D Bransford and Dr Barry Stanley Stein

What year did Van Hiele’s theory come about?

• 2010

• 1940

• 1957

• 1909

How many levels/stages are there in Van Hiele’s model?

• 4

• 4.5

• 5

• 6

At which level of the Van Hiele Model do students start to engage in formal mathematical reasoning, including logical proofs and generalizations?

• Level 1 – Analysis

• Level 2 – Informal Deduction

• Level 3 – Deduction

• Level 4 – Rigor

At which level of the Van Hiele Model do students start to understand the relationships between different geometric properties?

• Level 0 – Visualization

• Level 1 – Analysis

•   Level 2 - Informal Deduction

• Level 3 – Deduction

• Level 4 – Rigor

The above picture shows about the students’ understanding on geometry under level__________

• Level 0 – Visualization

• Level 1 – Analysis

•   Level 2 - Informal Deduction

• Level 3 – Deduction

• Level 4 – Rigor

Which scenario illustrates Van Hiele Level 1 (Analysis)?

• A student is using measurement tools in a dynamic geometry app to find the angles of a triangle.   

• A student is visually recognizing the symmetry in a geometric figure.

• A student is memorizing the definitions of different types of quadrilaterals.

•      A student is constructing congruent triangles using a compass and straightedge.

Incorporating technology, such as dynamic geometry software, is most beneficial for which level of the Van Hiele model?

• Level 0 – Visualization

• Level 1 – Analysis

• Level 2 – Abstraction

• Level 3 – Deduction

A teacher wants to help students progress from Level 1 (Analysis) to Level 2 (Abstraction). What activity would be most effective?

• Having students memorize geometric formulas.

• Encouraging students to analyze the relationships between shapes.

• Introducing algebraic representations of geometric properties.

• Conducting a class discussion on the history of geometry.

Rhombus is a 4-sided figure with all sides of the same length as shown in figure above. Which of (A)-(D) is NOT true of every rhombus?

• Each diagonal bisects two angles of rhombus.

•    The two diagonals have the same length.

•    The two diagonals are perpendicular.

•    The opposite angles have the same measure.