<![CDATA[Objective: This study describes the profile of elementary students’ geometric thinking levels using the van Hiele framework. Novelty: The increasing mean scores across levels corroborate the hierarchical nature of the van Hiele model. Methods: A descriptive quantitative design was applied to a sample of 23 fifth-grade students who completed a van Hiele–based Geometry Thinking Level Test (Levels 0–4). Data were analyzed using descriptive statistics to determine score distributions and classify students by van Hiele level. Results: Total test scores ranged from 3 to 13 (mean = 8.30; median = 9.00). Of the students, 52.2% were classified at Level 1 (Analysis), 34.8% at Level 0 (Visualization), and 13.0% at Level 2 (Informal Deduction); no students reached Levels 3 or 4. Conclusion: Elementary students’ geometric mastery remains concentrated on shape recognition and basic property analysis, while formal deductive reasoning is not yet developed. The findings imply the need for a systematic, scaffolded geometry learning trajectory that progresses from strengthening visualization to activities that foster relational and deductive reasoning.]]>
Copyrights © 2026
