Enhanced-Group Moore Method: Effects on Van Hiele Levels of Geometric Understanding, Proof-Construction Performance and Beliefs

Abstract

This study aimed to improve the van Hiele levels of geometric understanding, enhance proof-construction performance and determines the beliefs about proofs of the prospective mathematics teachers using the Traditional Method (Instructor Based) and the Enhanced-Group Moore Method. The impact of the two teaching methods was analyzed to find out which would yield better results in terms of raising van Hiele levels and enhancing beliefs about proofs and proof-construction performance.

The study used the quasi-experimental method of research and employed qualitative and quantitative analysis. The Bachelor of Secondary Education (BSEd) major in Mathematics students (20) officially enrolled in Math 233 (Plane and Solid Geometry) at a State University in the Eastern Visayas were the subject of this study. These future teachers were alternately distributed into two groups (control and experimental) based on their ranked mean grade on their prerequisite subjects (Basic Mathematics and College Algebra). The two groups were comparable in terms of their mathematical ability.

The study used three instruments, the van Hiel Geometry Test, the Proof-Construction Test and the Proof Beliefs Questionnaire.