Students' Geometric Thinking Processes Through the Lens of Duval's and Van Hiele's Theories: A Gender-Based Analysis

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Authors

  • Wahyu Puspita Sari Universitas Negeri Surabaya
  • Rooselyna Ekawati Universitas Negeri Surabaya
  • Nia Wahyu Damayanti Universitas Negeri Surabaya

DOI:

https://doi.org/10.32665/james.v9i2.7036

Keywords:

Constructing Flat-Sided Shapes, Duval’s Theory, Gender, Geometric Thinking Processes, Van Hiele’s Theory

Abstract

This study aims to explore the geometric thinking processes of junior high school students in solving problems involving flat-sided three-dimensional shapes, with a focus on gender differences. The analysis was conducted by integrating Van Hiele’s theory of geometric development levels and Duval’s cognitive theory. This was a qualitative study using a collective instrumental case study design. The research subjects consisted of 2 male and 2 female ninth-grade students at SMP Negeri 24 Penajam Paser Utara. The instruments used were the Van Hiele Geometry Test (VHGT) and problem-solving task-based interviews using the think-aloud method. The validity of the findings was assessed using triangulation. The results showed that Level 0 (visualization) students’ thinking was heavily dependent on static visual representations; they experienced cognitive paralysis in the symbolic monofunctional register; and they failed in formal discursive apprehension. Level 1 (analysis) students were able to analytically break down functional geometric components, mastered the principle of spatial invariance, and were skilled at performing multidirectional conversions between semiotic registers. Female subjects tended to be formal, procedural, structured, and sequential, and were strong in verbal and written articulation. Male subjects tended to be globally intuitive through direct mental modeling but were prone to encountering obstacles in the realm of formal verbal mathematical discourse.

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Published

2026-07-30

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Vol. 9 No. 2 (2026): Journal of Mathematics Education and Science

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Abstract View: 33, PDF Download: 20