Research Summary: 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.

Why it matters

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.

Key insights

• Pre-tertiary students' geometric problem-solving performance was assessed.
• The distribution of student errors across Van Hiele levels of geometric reasoning was analyzed.
• The nature of students' geometric problem-solving errors was classified using Newman's Error Hierarchical Model.
• A descriptive quantitative research design, complemented by qualitative content analysis, was employed.
• The study involved 300 final-year students selected via stratified random sampling.
• Data collection used a researcher-designed Geometry Problem-Solving Test of twelve open-ended items aligned with the senior high school geometry curriculum.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1898608