PRE-SERVICE MATHEMATICS TEACHERS’ PERSPECTIVE ABOUT LEARNING GEOMETRY USING VAN HIELE’S PHASE-BASED TEACHING STRATEGY: A CASE STUDY OF NIGER STATE COLLEGE OF EDUCATION, MINNA NIGERIA

Abstract

The purpose of this study is to determine pre-service mathematics teachers’ perspective about learning geometry using van Hiele’s phase-based teaching strategy. A case study research design, an aspect of qualitative method was employed. Twelve pre-service mathematics teachers of Niger State college of Education, Minna form the sample of the study. Purposive sampling technique was employed base on achievement level that is, low, moderate and high achievers. Data were gathered by means of semi-structured interview protocol during 2017/2018 academic session. The information gathered from the interview conducted was recorded and manually transcribed, and then the data was organized and coded to come up with the emerging themes. Four strengths, three weaknesses and three corresponding suggestions to improve the weaknesses were identified after the interview. The findings therefore suggest despite the weaknesses observed, van Hiele’s phase-based teaching strategy is found to be effective and therefore enhanced geometry achievement. This consequently resulted in changing pre-service mathematics teachers’ negative impression about mathematics in general.