Understanding the learning of the parable in the eleventh grade by applying the Van Hiele Model

Abstract

This research describes the difficulties of understanding learning the parable in junior’s school and some conception aspects of the mathematics professor from the point of view of educational assessment. This is a study from the qualitative paradigm with a phenomenological approach, where the data are a result of having provided different research methods such as surveys, observations guide to the eleventh-grade students and an interview with mathematics professor; additionally, conducted a review of documents in the curriculum, program and planning of mathematics professor. The analysis by categories were developed using the Van Hiele model, the results show that the main difficulties of understanding in learning the content of the parable, are linked to the students own representation in regards to the content; as well as the difficulties in teaching-learning communication during mathematics instruction; which can be characterize; students levels reasoning are linked to the different experiences, allowing interlacing images as cognitive or conceptual representation to mathematical knowledge models.