Patterns of geometric problem-solving errors among pre-tertiary students across levels of geometric reasoning

A study conducted in 'Frontiers in Education (International)' examined pre-tertiary students' geometric problem-solving performance, error distribution across Van Hiele levels of geometric reasoning, and error types using Newman's Error Hierarchical Model. The research utilized a descriptive quantitative design with qualitative content analysis, involving 300 final-year students. The study identified patterns in geometric problem-solving errors, categorizing them according to established educational frameworks.

Understanding the patterns and nature of geometric problem-solving errors in pre-tertiary education is crucial for curriculum development and pedagogical strategy. Identifying specific areas of difficulty allows for targeted interventions to improve foundational mathematical reasoning skills. This contributes to better preparedness for higher education and professional fields requiring strong analytical and spatial reasoning.

Pre-tertiary students' geometric problem-solving performance was assessed.

Forward consideration, not a verified fact.