Effects of van Hiele Theory-based Instruction on Pre-service Mathematics Teachers’ Geometry Knowledge, Geometric Thinking Skills and Attitudes: A Literature Review

Ngan Kim Lu; Tong Huu Duong; Kieu Thi Nguyen; Mai Xuan Vo; Triet Minh Viet Le

doi:10.52296/vje.2026.903

Authors

Ngan Kim Lu School of Graduate, Can Tho University, Vietnam
Tong Huu Duong School of Education, Can Tho University, Vietnam
Kieu Thi Nguyen School of Education, Dong Thap University, Vietnam
Mai Xuan Vo School of Education, Dong Thap University, Vietnam
Triet Minh Viet Le School of Education, Can Tho University, Vietnam

DOI:

https://doi.org/10.52296/vje.2026.903

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Lu, N. K., Duong, T. H., Nguyen, K. T., Vo, M. X., & Le, T. M. V. (2026). Effects of van Hiele Theory-based Instruction on Pre-service Mathematics Teachers’ Geometry Knowledge, Geometric Thinking Skills and Attitudes: A Literature Review. Vietnam Journal of Education, 10(4). https://doi.org/10.52296/vje.2026.903

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Abstract

Teachers’ geometry competencies are key factors determining the effectiveness of students’ geometry learning. This paper employs a comprehensive research and content analysis to examine the application of van Hiele theory in developing geometry competencies, encompassing geometry knowledge, geometric thinking skills and attitudes, among pre-service mathematics teachers. Research findings demonstrate that organizing teaching around van Hiele’s five-stage process enhances pre-service mathematics teachers’ knowledge of geometric content and teaching geometry, improves their geometric thinking skills, and strengthens positive attitudes towards teaching and learning geometry. The study also emphasizes the role of technological tools in encouraging pre-service mathematics teachers to actively engage in the learning stages according to the van Hiele model. Based on these results, the paper offers recommendations for teacher training programs to improve the quality of geometry teaching by pre-service mathematics teachers, focusing on both content knowledge and effective teaching methods.

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References

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