Automatically Inferring Teachers' Geometric Content Knowledge: A Skills Based Approach
Assessing teachers' geometric content knowledge is essential for geometry instructional quality and student learning, but difficult to scale. The Van Hiele model characterizes geometric reasoning through five hierarchical levels. Traditional Van Hiele assessment relies on manual expert analysis of open-ended responses. This process is time-consuming, costly, and prevents large-scale evaluation. This study develops an automated approach for diagnosing teachers' Van Hiele reasoning levels using large language models grounded in educational theory. Our central hypothesis is that integrating explicit skills information significantly improves Van Hiele classification. In collaboration with mat...
| Authors | Ziv Fenigstein, Kobi Gal, Avi Segal et al. |
|---|---|
| Primary category | cs.CY |
| Published | 15 April 2026 |
| Last updated at source | 15 April 2026 |
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