DEVELOPMENT OF GEOMETRIC REASONING THROUGH PLAYFUL ACTIVITIES BASED ON THE VAN HIELE MODEL IN SECONDARY EDUCATION STUDENTS
DOI:
https://doi.org/10.56219/dialctica.v2i28.5447Keywords:
geometric reasoning, mathematics education, playful learning, Van Hiele modelAbstract
The development of geometric reasoning constitutes one of the most significant challenges in mathematics education, particularly at the early levels of secondary schooling (Sunzuma, 2023; Weigand et al., 2025). In many educational contexts, it is evident that most students experience difficulties in understanding the properties of geometric figures, their characteristic relationships, and in justifying their problem-solving procedures. These difficulties are often associated with traditional teaching methods focused on the memorization of concepts and procedures, which restricts the development of geometric thinking. The present study aims to analyze the development of geometric reasoning in sixth-grade students through the implementation of playful activities based on the Van Hiele model. The research was conducted at La Esmeralda Educational Center, located in the municipality of Yopal, in the department of Casanare, Colombia. From a methodological perspective, the study follows a descriptive qualitative approach aimed at understanding the experiences and meanings constructed by students during the geometry learning process. Data were collected through techniques such as participant observation, field notes, and interpretative analysis of classroom interactions. The results showed that the incorporation of playful activities structured according to the phases of the Van Hiele model encourages student participation, strengthens spatial visualization, and contributes to the progressive advancement in levels of geometric reasoning (Afifah et al., 2022; Yulianto et al., 2025). Likewise, it was identified that collaborative work and the use of manipulative materials promote analysis, argumentation, and the construction of mathematical meanings. It is concluded that the implementation of playful strategies guided by the Van Hiele model represents a relevant pedagogical alternative to strengthen geometric reasoning and promote meaningful learning in education.
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