Teaching Geometry with TutorMates

The knowledge on geometry are of great importance for the understanding of reality. Spatial notion and geometrical concepts, graphical skills and habits are an important part of the study of geometrical knowledge in elementary school as propedeutics of the system course on geometry in the next school levels. In the recent years, education in Bulgaria follows the trends imposed by the European Union related to the acquiring of some basic key competencies. They promote to the improvement of knowledge, skills, abilities and attitudes of students and their more successful social development. From the school year 2016/2017, the education in the Bulgarian schools is in accordance with the new Law on pre-school and school education. Under this law, students are teached under new curriculum and teaching kits for the corresponding class. According to the new curriculum, the general education of the students of I-IV grade, covers basic groups of key competencies. Here, much more attention is paid also to the results of international researches on the students’ performance in mathematics. Primary school students participate in international competitions and Olympiads, which lead to the need of working on more mathematical problems with geometric content of the relevant specific types. This allows to study and use author’s various mathematical problems for teaching geometry. Their purpose is to contribute to the expansion of space notions of the students, to develop their thinking and imagination. This article is dedicated to the application of author’s various mathematical problems and exercises for teaching students from the third grade through which the geometrical knowledge and skills of the students develop and build. The solving of the mathematical problems is realized on a rich visual-practical basis, providing conditions for inclusion of the students in various activities. The proposed various mathematical problems are developed by themes including fully geometric problems and exercises for teaching mathematics to third grade students. Teaching by using the various mathematical problems was held with 149 students from third grade, from five schools - three in Sofia and two in smaller towns, in the school year 2016/2017.

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INVESTIGAÇÃO MATEMÁTICA: UMA ALTERNATIVA METODOLÓGICA PARA O ENSINO DA GEOMETRIA COM ALUNOS DO 5º ANO DO ENSINO FUNDAMENTAL / MATHEMATICAL RESEARCH: A METHODOLOGICAL ALTERNATIVE FOR TEACHING GEOMETRY WITH STUDENTS OF THE 5th YEAR OF FUNDAMENTAL EDUCATION

Revista Dynamis ◽

10.7867/1982-4866.2021v27n2p194-214 ◽

2021 ◽

Vol 27 (2) ◽

pp. 194

Author(s):

Joseane Marta Vian ◽

Marli Teresinha Quartieri

Keyword(s):

Mathematical Research ◽

Teaching Geometry ◽

Fundamental Education

Neste trabalho, teve-se por objetivo, analisar estratégias que os alunos de uma turma de 5º ano do Ensino Fundamental, utilizam ao realizar tarefas investigativas, envolvendo o cálculo de áreas e perímetros de figuras planas. Ademais procurou-se, investigar as conjecturas elaboradas por estes alunos para comparar figuras de mesma área, mas com valores de perímetros diferentes e vice-versa. Foram utilizadas as etapas propostas por Ponte, Brocardo e Oliveira (2006), para desenvolver duas tarefas envolvendo a Investigação Matemática. Como instrumentos de coletas de dados foram utilizados diários de campo, resolução de tarefas, observações, questionários, gravação de voz e filmagens. Para a análise dos dados, optou-se pela análise descritiva, que consiste na descrição de características de determinados fenômenos. Para a resolução das tarefas investigativas propostas os alunos usaram o material concreto e o desenho. Percebeu-se que o trabalho em grupo foi produtivo, para elaboração das conjecturas e compreensão dos conceitos geométricos.

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Teaching Geometry According to the Discovery Method with GeoGebra Software: A case study in Vietnam

Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019) ◽

10.2991/assehr.k.200130.166 ◽

2020 ◽

Author(s):

Trung Tran ◽

Ngoc Giang Nguyen

Keyword(s):

Teaching Geometry ◽

Discovery Method

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Analysis of Teacher’s Competence About Mathematics Materials for National Final Examination

Pelita Eksakta ◽

10.24036/pelitaeksakta/vol1-iss1/5 ◽

2018 ◽

Vol 1 (1) ◽

pp. 20

Author(s):

Syafriandi Syafriandi ◽

Dina Fitria

Keyword(s):

Junior High School ◽

Time Management ◽

Professional Competence ◽

Lesson Plan ◽

School Teacher ◽

High School Teacher ◽

Principal Component ◽

Teaching Mathematics ◽

Teaching Geometry ◽

Statistics And Probability

Principal component in teaching mathematics for teacher is professional competence. It cover how the teacher understand the material of subject matter itself. Teaching Mathematics in Junior High School, teacher have to understand completely in Numbers, Algebra, Geometry and measurements, and also Statistics and probability. Based on the exam and discussion in workshop, known that math teacher in Pesisir Selatan having problems in teaching Geometry and measurement and also Statistics and probability. The problems are complexity of teaching materials, error in translating competence standard and basic competence into lesson plan, time management and student’s motivation in studying math. Solution that offered to the teacher are translating basic competence into learning process and trick how to teach Geometry and Statistics especially. Teaching geometry by explain all geometry object, i.e. plane and space simultaneously and compare each object directly. Teaching statistics and probability starting by counting process.

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About the importance of teaching Geometry in Physics undergraduate courses

Revista Vértices ◽

10.5935/1809-2667.20080010 ◽

2008 ◽

Vol 10 (1) ◽

pp. 107-115

Author(s):

Ricardo Roberto Plaza Teixeira

Keyword(s):

Teaching Geometry

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ТЕОРИЈE РАЗВОЈA ГЕОМЕТРИЈСКОГ МИШЉЕЊА ПРЕМА ВАН ХИЛУ, ФИШБАЈНУ И УДЕМОН-КУЗНИАКУ

TEME ◽

10.22190/teme1703623d ◽

2017 ◽

pp. 623 ◽

Cited By ~ 1

Author(s):

Оливера Ђокић ◽

Маријана Зељић

Keyword(s):

Theoretical Analysis ◽

Mathematics Curriculum ◽

Theoretical Framework ◽

Geometric Object ◽

Geometric Reasoning ◽

Theoretical Frameworks ◽

Teaching Geometry ◽

Content Domain ◽

Geometric Objects ◽

Development Of Students

This research is a pedagogical study of theoretical frameworks of development of students’ geometrical thinking in various forms, particularly students’ geometric reasoning in teaching geometry: 1) model of van Hieles’ levels of understanding of geometry, 2) theory of figural concepts of Fischbein and 3) paradigms of Houdement-Kuzniak development of geometrical thinking. The aim of our research was to analyze the three theoretical framework and explain the reasons for their choice and expose them in terms of finding opportunities to permeate and connect them into one complete theory. The study used a descriptive-analytical and analytical-critical method of theoretical analysis. The results show that from each of the three theoretical frameworks we can clearly notice and distinguish geometric objects, as the students do not see them. They see them blended and structured in a series of procedures, and for that very reason we can say that they are poorly linked. We also opened questions for further research of geometric object as an important element for content domain geometry within mathematics curriculum.

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THE ERROR METHOD IN THE ORGANIZATION OF STUDYING THE TOPIC «THE CROSS SECTION OF THE POLYHEDRONS»

Bulletin Series of Physics & Mathematical Sciences ◽

10.51889/2021-1.1728-7901.07 ◽

2021 ◽

Vol 73 (1) ◽

pp. 56-61

Author(s):

B.V. Rabinovich ◽

◽

Е.А. Tuyakov ◽

K.D. Mikailova ◽

◽

...

Keyword(s):

High School ◽

Collaborative Learning ◽

Cross Section ◽

Interactive Methods ◽

Main Task ◽

Teaching Techniques ◽

Interactive Teaching ◽

Teaching Geometry ◽

The Cross ◽

Error Method

The main task of the school today is not just to equip students with a certain set of knowledge, skills, and abilities, but also to form their ability to learn, work in a group. Based on the above, it is advisable to use interactive teaching methods in math lessons. One of the most popular strategies for interactive learning is collaborative learning. The article discusses interactive teaching techniques and their features in teaching geometry in high school. Given examples of the application of the «error method» in the study of the topic «The cross-section of the polyhedrons» are given. It is shown that, when discussing erroneous decisions in collaborative learning, students acquire the skills to solve such problems. The article fills in one of the gaps that exist in the methodological literature on the description of interactive methods of teaching geometry in high school.

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El horizonte matemático en el conocimiento para la enseñanza del profesor: geometría y medida en educación primaria

PNA Revista de Investigación en Didáctica de la Matemática ◽

10.30827/pna.v10i1.6093 ◽

2015 ◽

Vol 10 (1) ◽

pp. 1-24

Author(s):

Genaro De Gamboa ◽

Edelmira Badillo ◽

Miguel Ribeiro

Keyword(s):

Elementary School ◽

Mathematical Knowledge ◽

Knowledge Building ◽

School Practices ◽

Knowledge For Teaching ◽

Teaching Geometry ◽

Educación Primaria

La construcción de un conocimiento matemático con comprensión por parte del alumno requiere del profesor un conocimiento que permita conectar conocimientos previos y futuros de los alumnos, creando puentes entre ambos. En este artículo nos enfocamos en el horizonte matemático como componente del conocimiento del profesor, aportando una interpretación de ese conocimiento con base en tres niveles que se construyen a partir del análisis de tareas relacionadas con la práctica docente. En ejemplos de situaciones de aula de educación primaria relacionadas con tareas de geometría y medida, se presentan y discuten indicadores con el objetivo de describir y analizar cómo un conocimiento del horizonte matemático permite enriquecer la práctica de aula. Mathematical horizon in teachers’ knowledge for teaching: geometry and measurement; elementary educationPromoting the elaboration of students’ mathematical knowledge and understanding requires teachers’ having a knowledge allowing connecting students’ prior and future knowledge building bridges between those two spaces. In this paper we focus on aspects of the mathematical horizon as one of teachers’ knowledge dimensions, presenting an interpretation of such knowledge, with a practice-based approach, grounded in the analysis of three levels of teachers’ practices. Using examples from tasks in geometry and measurement in elementary school practices, some indicators are presented and discussed with the aim of describing and analyzing how a teachers’ horizon knowledge allows enriching teaching practices.Handle: http://hdl.handle.net/10481/37188WOS-ESCI

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