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Geometry

1. Synthesis of BIG Ideas


Geometry was never one of my strengths; however, the lectures have helped me understand the
concept of geometry with relevant skills and strategies that not only I can apply to the study of
geometry, but also the students I will be teaching. My knowledge of attributes and their importance
was very vague especially in using the correct materials and mathematical language.
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Geometry is the exploration of shapes and their uses.


It is the study of space, shape and measurement.
Geometry is the base of all mathematical thinking in relation to patterning, reasoning, proof
and truth.
Geometry explores the properties of shapes: 1 dimensional (1D- line), 2 dimensional (2Dflat) and 3 dimensional shapes (3D-solids).
Used in everyday processes including spatial awareness in tessellations, Celtic decorations,
company logos, map and diagram interpretation, shape building.

5 skills in geometry:
1.
2.
3.
4.

Visualising: recognising and describing attributes, similarities and difference


Communication: discussing oral or written, naming, describing concepts
Drawing and modelling: sketch and draw 2D and model 3D
Thinking and reasoning: classifying, analysing, reasoning, synthesising similarities and
differences
5. Applying geometric concepts and knowledge: linking between shape and function
(Jamieson-Proctor. 2016)

2. Concepts, Skills & Strategies


The Principles and Standards for School Mathematics call for geometry to be an integral
part of mathematics programs (Reys et al., 2012, pg. 323).
Concept: Concepts of 2D shapes, 3D shapes and how children relate to these e.g. sphere is
represented by a ball, cylinder as a can/toilet roll, rectangular prism as a tissue box. This
means that children are also able to see what the attributes of these 2D and 3D shapes are.
Skills: Skills relating to children being able to represent shapes as everyday life objects
would be to identify these shapes by their attributes as well as measure their capacity,
volume and surface area.
Strategies: Strategies for children to use relating to the above concept and skills would be
how will I work this answer out?

3. Teaching Strategies
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Two teaching strategies to assist students in understanding and grasping the concept
of geometry in particular 2D, 3D shapes and their attributes would be the use of
visual aids and role modelling. Visual aids and role modelling allow children to see
first-hand and discover what 2D and 3D shapes actually look like and see identify the
attributes relating to those shapes.
The resource below is Khan from Khan Academy thoroughly but simply explaining
the mathematical concept of geometry using the correct mathematical language.
This resource would be introduced to children at the beginning of the unit of
geometry where they can see for themselves what geometry is all about. Teaching
can work through Khans videos as they work through the unit content.

https://www.khanacademy.org/math/basic-geo

4. Misconceptions
Learning geometry is not just learning the definitions or the attributes of geometrical
concepts but also to have the ability of analysing the properties of two (2D) and three
dimensional (3D) geometric shapes and develop mathematical arguments about geometric
relationships, to specify locations and spatial relationship, to apply transformations and to
use symmetry, visualization, spatial reasoning, and geometric modelling to solve problems
(NCTM, 2000).
Misconception: Children tend to think that a larger object weighs more.
Appropriate strategies to remediate this:
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Provide students with plenty of examples using familiar objects to them (language
model e.g. toys, objects in the classroom etc.) to show that a larger object does not
necessarily weigh more. Show specific examples to students where larger objects are
actually lighter than smaller objects and vice versa.

5. ACARA Links

6. Resources & Ideas


As a preservice teacher, I believe the resource below is useful for both teachers and
students to use as it assists the
students to develop a range of
efficient skills and strategies
for geometry. The resource
also covers the specific
language of visual/concrete as
it explains the concept of
geometry to children and also
uses visuals to do this.
http://www.pbslearningmedia
.org/resource/5aed5fc0-2b744d01-b80a-a78276e4ab0d/everyday-math-shapes-all-around-me/
The resources below is also useful for students at the language stage as it introduces
Geometry really well as well as addresses skills to process the different concepts of
geometry. A variety of games are also available to assist in the understanding of geometry.
http://www.coolmath4kids.com/times-tables/times-tables-lesson-division-1.html

7. Synthesis of textbook
Shapes:
- It is important for teachers to begin their geometry teachings from the childrens
perspectives and relate it to familiar objects such as balls and blocks
- Models play an important role in the teaching and learning process of geometry.
- Children first recognise shapes in a holistic manner.
- One of the first attributes children focus on is the number of sides.
- Two types of symmetry- line or reflectional symmetry and rational symmetry.
Space:
- The study of space in geometry gives children the opportunity to build mathematical
concepts.
- Number is a great way to represent space.
Transformations:
- Turn (rotation), slide (translation), and flip (reflection).
- Tessellations- a simple transformation of a shape can produce an interesting design.
(Reys et al., 2012).

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