12/18/2023 0 Comments Geometrical shapes for children![]() ![]() Choose a shape and hop from one to the next, or call out a different shape for every jump! Use sidewalk chalk to lay out a shape maze on the playground or driveway. These “magnifying glasses” make an adventure of learning shapes! Tip: Laminate them for long-term use. Grab your shape blocks and some washable paint, then stamp shapes to form a design or picture. Geometric material does not influence enough the development of spatial thinking, but it has a great potential.Everyone loves a learning activity you can eat! Some food items are already the perfect shape for others, you’ll have to get a little creative. The authors emphasize the contradictions in the structure of mathematics courses. The classification of action types of spatial representations is given in the article. This kind of representations includes several spatial characteristics of objects (shape, size, length, etc.). Studying geometry promotes the creation of spatial representations. ![]() Mathematics has a specific role in the formation of pupils` spatial abilities. The article discusses a question about the role of geometric material in the development of primary school children`s spatial thinking. Thus, results of the present study hand support to recent criticism of van Hiele’s theory Key Words: Early childhood, mathematics, geometry, classification of geometric shapes. In contrast, older children were found to pay attention both to visual and property attributes or only to property attributes. It was also determined that younger children were paying attention mostly to visual attributes of the shapes in the process of classification. Results of the study revealed that while young children were successful in recognizing typical examples of the geometric shapes, they were not successful enough in recognizing the atypical examples (such as shapes with different size, orientation, aspect ratio skewness). Each classification task consisted of classifying 12 shapes, which were outlined on an A4 size paper. The data collection tool used in this study was developed by the researchers based on the previous studies. Four classification tasks (triangle, rectangle, square and circle) were used in this study as data collection tool. To this end, individual interviews were conducted with 150 children. Thus, this study was conducted to determine 3 to 6 year-old-preschoolers’ and primary 1st grade and 4th grade students’ recognition levels of geometric shapes and the criteria they use to distinguish one group of shape from the other. However, recently there seems to be some arguments put forward claiming that van Hiele’s theory is insufficient in explaining development of geometric thinking in early childhood. Van Hiele’s theory about the development of geometrical thinking is regarded as one of the basis theories concerning children’s classification of geometric shapes. For that reason, exploring how children recognize and classify geometric shapes and the criteria they use for classification is critical in determining the content of early mathematics education. Some of this early information about geometric shapes might be erroneous, which might negatively impact children’s further understanding of geometric shapes. ![]() Even before entering formal schooling, children will have some basic information about geometric shapes through their everyday experiences. ![]() Geometric shapes are one of the primary subjects in mathematics education during early childhood. ![]()
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