Evaluation of Solid Geometry Learning in Primary Education: An Analysis within the Theoretical Framework of the Van Hiele Model

This research examines the improvement in solid geometry learning among Nicaraguan fifth- and sixth-grade students. A quasi-experimental study was conducted with two groups: the experimental group, composed of 20 fifth-grade students and 26 sixth-grade students, worked using a problem-solving approach; while the control group, composed of 24 fifth-grade students and 17 sixth-grade students, followed the traditional teacher methodology. Analysis of the results, conducted under the theoretical framework of the Van Hiele Model, showed significant progress in the three levels of geometric reasoning (comparison between the pre-test and the post-test) in all groups. A comparison of both approaches identified significant differences in favor of the experimental group at level 3 in fifth grade and level 2 in sixth grade.