Content 4

ELEMENTS IN GEOMETRIC CONCEPTS

ARTICLE 1  EXPLORING THREE - DIMENSIONAL SHAPES USING STUDENT CENTERED APPROACHES 
Ulasan

Today, educators advocate meaningful understanding of the underlying concepts rather than mastery. This understanding would be the building blocks towards constructing lifelong learning and the capability to use that learning to build new knowledge and apply them to “situations which are of significance to their private, social and professional lives” (Niss as cited in Ernest, 1991). For pupils to become mathematically able, they should be open to mathematical experiences that promote critical thinking. The problem is, a great number of pupils either fear or dislike mathematics. Their fear of is rooted on failure in mathematics. Accordingly, mathematics failure can be attributed to a shallow understanding of mathematical concepts. Understanding of mathematical concepts is shallow when the teacher is the sole source of information and the learner is the passive receiver

ARTICLE 2 GEOMETRIC THINKING AND GEOMETRIC CONCEPT

Ulasan

The geometry curriculum in grades K–8 should provide an opportunity to experience shapes in as many different forms as possible. These should include shapes built with blocks, sticks, or tiles; shapes drawn on paper or with a computer; and shapes observed in art, nature, and architecture. Hands-on, reflective, and interactive experiences are at the heart of good geometry activities at the elementary and middle school levels. The geometry curriculum should aim at the development of geometric reasoning and spatial sense. The three Big Ideas parallel three levels of thinking that characterize development over the K–8 school years.


ARTICLE 3 ORIGAMI  MEETS MATHEMATICS

Ulasan

Traditional origami starts with a square sheet of paper, typically white on one side and colored on the other. The origamist makes a sequence of “mountain” and “valley” folds, creating a network of creases that turn the square into a mosaic of polygonal facets. And as computer graphics enthusiasts know, you can do a lot with polygons.

ARTICLE 4 EXPLORING THREE - DIMENSIONAL SHAPES USING STUDENT-CENTRED APPORACHES 

Ulasan

The study of Geometry helps the child represent and describe the things around him. It also develops the child’s spatial abilities. However, most often primary mathematics lessons have concentrated on activities on naming and visualizing only. These types of activities have not helped children develop a deeper understanding of the properties of the objects or the relationships among different geometric objects

ARTICLE  5 CHILDREN'S LEARNING OF GEOMETRICAL CONCEPTS THROUGH LOGO  
Ulasan
This exploratory study aimed to investigate some elements of geometrical concepts that children learn . The components of the concept of length were (a) length conservation, (b) length combination, and (c) length measurement. The components of angle were (a) right angle conservation, (b) angle conservation, and (c) angle measurement.