Utilising the Rasch Model to Gain Insight into Students' Understanding of Class Inclusion Concepts in Geometry

Abstract

This study extends research into the van Hiele Theory by narrowing the microscopic lens and providing a focused analysis on the understanding and development of class inclusion concepts in Geometry. This paper integrates two qualitative frameworks, identified through the utilisation of the SOLO model, that indicate developmental growth in understanding of relationships among figures, and relationships among properties. This is considered via a quantitative approach, using a Rasch analysis model, which provides a comparison of the complexity of seven different interview tasks within the context of triangles and quadrilaterals.