Abstract:

The widely used van Hiele theory, which guides geometry education, was introduced by Dina van Hiele and Pierre van Hiele in 1957. According to the Van Hiele couple, geometric thinking levels consist of five levels that are hierarchical and sequential. When the studies available in the literature are examined, it is seen that different numbering and naming are used for these levels. In this study, it was aimed to reveal the similarities and differences in the van Hiele level numbering and the naming given to the levels used in the studies in Turkish and English literature. In this context, 126 studies were identified in Turkish (80) and English (46) literature. As a result of the research data, most of the Turkish studies are 1-5; It was determined that English studies are numbered 0-4. There was also a lot of difference in the names given to the levels. The most preferred level names in Turkish for the 5th level are "Görsel Dönem", "Analiz", "Yaşantıya Bağlı Çıkarım", "Çıkarım" and "En İleri Dönem", on the other hand, it is seen that the names in English are "Visualization", "Analysis", "Informal Deduction", "Deduction" and "Rigor". It is thought that this research will make a significant contribution to the creation of a standard for the Turkish nomenclature to be given to van Hiele's geometric thinking levels.

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