Theory van Hiele: contributions to the form/action mathematics teachers

Abstract

Teachers' beliefs, his views, his language, his attitude, qualities and defects, become, somehow, their tools exerting both positive and negative influences in the teaching and learning. From this perspective, for the teaching of mathematics, there are questions about the art of teaching geometry. Looking for answers to this question, wove themselves reflections on the van Hiele theory, aiming to provide an additional contribution to support the pedagogical practice of teachers in training. To this end, a literature survey was done on the van Hiele theory and discussion of the findings presented in favor of the nuances of the action as mathematics teachers, as the van Hiele theory, structuralism has a base, establishing methodological strategies that favor problem solving and interdisciplinary vision a nonlinear, able to lead the student to overcome the shortcomings of learning geometry.