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首页> 外文期刊>Journal of computer sciences >Cognitive Development of College Students and their Achievement in Geometry: An Evaluation using Piaget’s Theory and Van Hiele’s Levels of Thinking
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Cognitive Development of College Students and their Achievement in Geometry: An Evaluation using Piaget’s Theory and Van Hiele’s Levels of Thinking

机译：大学生的认知发展及其在几何方面的成就：基于皮亚杰理论和范·海尔思想水平的评估

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The study evaluated the cognitive development levels of college students and their achievement in Geometry using Piaget’s Test of Logical Operations and Van Hiele’s Levels of Thinking. The researcher employed quantitative approach to research. There were 105 respondents in which 71 of them fit the Van Hiele modified case/criterion (M3) 3 of 5 correct answers. Findings revealed that most of the college students were identified as concrete operational thinkers using Piaget’s theory of concrete and formal operations who possessed the levels of classification, seriation and transitivity. Using Van Hiele’s levels of thinking, most of them were classified as holistic thinkers. Students whose ages ranging from 20 years old and up were performing better in Geometry as compared to the other age brackets. It also revealed that male students were performing better than female students. In the cognitive development levels using Piaget’s theory on concrete and formal operations, there is a significant difference when grouped according to age and year levels but found a non-significant difference when grouped according to sex. Significant positive relationships revealed among Van Hiele’s levels of thinking, Piaget’s theory of concrete and formal operations and Geometry achievement test. Van Hiele’s levels of deductive and rigorous thinking and Piaget’s levels of transitivity, proportionality and correlation are significant predictors in the achievement of students in Geometry. This implies further that to be successful in learning Geometry and mathematics in general, a college student must reach Van Hiele’ level 3 – deductive thinking and Piaget’s level 3 – transitivity.
机译：这项研究使用伯爵（Piaget）的逻辑运算测验和范·海勒（Van Hiele）的思维水平评估了大学生的认知发展水平和他们在几何学方面的成就。研究人员采用定量方法进行研究。在105位受访者中，有71位符合Van Hiele修改的案例/标准（M3）5个正确答案中的3个。研究结果表明，根据伯爵的具体和正式行动理论，大多数大学生被确定为具体的行动思想家，他们具有分类，系列化和可传递性的水平。根据Van Hiele的思维水平，大多数人被归类为整体思想家。与其他年龄段相比，年龄在20岁以上的学生在“几何”方面的表现更好。研究还表明，男学生的表现要好于女学生。在使用伯爵（Piaget）有关具体和正式手术的理论的认知发展水平中，按年龄和年级分组时存在显着差异，而按性别分组则无显着差异。范·海耶勒（Van Hiele）的思想水平，伯爵（Piaget）的具体和正式运营理论以及“几何学”成就测试之间揭示出显着的积极关系。凡·海耶尔（Van Hiele）的演绎和严谨的思维水平以及伯爵（Piaget）的及物性，比例性和相关性水平是几何学生学习成绩的重要预测指标。这进一步意味着，要想成功地学习一般的几何和数学，大学生必须达到Van Hiele的3级（演绎思维）和Piaget的3级（传递性）。

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