Comparative Analysis of Geometry Learning Outcomes Across Türkiye, Germany, and Canada: A Van Hiele Perspective

The purpose of this study is to compare the geometry and measurement learning outcomes in the mathematics curricula of Türkiye, Germany, and Canada according to Van Hiele levels. This qualitative study examines the levels of geometry curriculum objectives according to Van Hiele theory using the document analysis method. The findings reveal that the approaches to geometry education in the three countries are based on different pedagogical priorities. Türkiye's curriculum exhibits a structure that covers Van Hiele levels 2-4, with a particular focus on Level 4, indicating that Türkiye centers its geometry education on deductive reasoning and proof-based learning. Canada, on the other hand, offers a structure that prioritizes higher-level cognitive skills by focusing on Levels 3 and 4, aiming to develop advanced cognitive skills. Germany's curriculum offers balanced and systematic content mainly at Levels 2 and 3, while remaining limited at Level 4. These results suggest that, for the breadth of Türkiye's curriculum to be effective at the student level, learning outcomes should be simplified and structured according to Van Hiele levels, and teaching processes should be planned accordingly.