Mathematics teachers in Namibia struggle to use geoboards when teaching geometry using the levels of the Van Hiele theory of geometric thinking. This research investigated how grade 9 mathematics teachers interacted, participated, and learnt or didn’t learn during intervention workshops on the Van Hiele theory-based geometric thinking using geoboards, through a reflective practice. Mathematics teachers teach geometry theoretically, without using interactive tools that could help learners to be active participants in the classroom. Mathematics teachers involved in this research were unaware of how the Van Hiele theory could be used to teach geometry using geoboards. Teaching geometry using interactive tools, such as geoboards, helps learners to grasp concepts. The study followed a participatory action research design to understand how mathematics teachers use geoboards to teach geometry within the various levels of the Van Hiele theory. Four mathematics teachers were selected purposively, as they shared the same context and had similar knowledge gained from professional development (PD) workshops. An intervention with the lead author and four mathematics teachers took place over a period of three days, divided into three phases: orientation, theory, and practical application of the levels of the Van Hiele theory. Data were collected from group discussions and reflective journals. Findings revealed that some teachers effectively used the Van Hiele theory in teaching geometry without using geoboards. However, other mathematics teachers were at first unaware of how to teach geometry using geoboards and mastered it during the intervention workshops. The study recommends PD initiatives and curriculum revisions to use geoboards as an interactive tool in teaching geometry. Mathematics teachers from higher institutions need to be involved in practical initiatives for how geoboards could be used in teaching geometry. © 2026 by the authors.
Author Keywords
Index Keywords
