Geometry in the early years: a commentary

Dindyal, Jaguthsing

doi:10.1007/s11858-015-0700-9

Cited by 23 publications

(25 citation statements)

References 23 publications

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“…Spatial reasoning is a basic skill in geometry, and the link between early spatial reasoning and later mathematical developments has been recorded in the literature (e.g. Guay and McDaniel 1977;Battista 2007;Bruce and Hawes 2015;Dindyal 2015). It is an essential part of everyday life, crucial in science and many other fields of knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…The National Council for Teachers of Mathematics in the United States recommended in 2008 that at least half of early mathematics curricula should focus on geometry, measurement and spatial reasoning, but that the resources used for this purpose are insufficient Sarama 2004, 2011;Ehrlich et al 2006;Dindyal 2015).…”

Section: Introductionmentioning

confidence: 99%

“…According to Dindyal (2015), schools need to establish the necessary links to the real world of content that children learn from geometry lessons. In addition, learning of geometry should be pleasant for children.…”

Section: Introductionmentioning

confidence: 99%

“…It is proposed that geometry should be introduced as a dynamic, spatial and inventive concept for children in their early years (Moss et al 2015) rather than approaching geometry as a topic mainly concerned with labelling and shape classification. Issues relating to curricula, learning, teaching and evaluation in early school years also need to be carefully considered (Dindyal 2015), especially since children are able to exceed current programme expectations if they have adequate opportunities to learn (Moss et al 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Clements et al (1993) noted very accurately that technology is extremely important in teaching young people, and that, used judiciously, it supports the educational environment and enables children to flourish. Moreover, children are currently exposed to a wide range of technological devices, such as iPads, smartphones, computers and many types of electronic games and other software that are intended for both entertainment and information purposes (Dindyal, 2015). Therefore, the use of technology in teaching young children may increase educational effects.…”

Section: Introductionmentioning

confidence: 99%

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Geometry teaching experience in virtual reality with NeoTrie VR

Rodríguez

Morga²,

Cangas-Moldes³

2019

PSYE

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The possibilities of using the new software of virtual reality NeoTrie VR (or Neotrie) to teach geometry to children aged 11-14 years old are presented. This software is tested for the first time as a part of math lessons at a School in Żernica (Poland). The use of Neotrie has made it easier to eliminate some of the problems faced by the pupils in the early stages of geometry learning. Moreover, the participating students solve geometric tasks more quickly, compared with previous years, especially those that require spatial imagination and those with a higher degree of difficulty. Since the program has been implemented, pupils are more active and prone to cooperation, and to formulate conclusions. Neotrie turns out to be a useful tool for teaching Geometry, it helps students to better organize their geometric knowledge in a ludic way, to increase their spatial reasoning and creativity.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Geometry teaching experience in virtual reality with NeoTrie VR

Rodríguez

Morga²,

Cangas-Moldes³

2019

PSYE

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Observing the Use of Gestures in Young Children’s Geometric Thinking

Ηλία

2018

ICME-13 Monographs

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Geometry Learning in the Early Years: Developing Understanding of Shapes and Space with a Focus on Visualization

Ηλία

Heuvel–Panhuizen

Gagatsis

2017

Early Mathematics Learning and Development

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In this chapter, we address children's geometry learning in the early years with a focus on visualization. We start the chapter with some background information about visualization in mathematics and geometry and its relationship with language and gestures paying special attention to the early years. The next parts of the chapter aim to give insight into how young children solve geometrical activities with emphasis on the uses of visualization in developing understanding of space and shape concepts. In particular, we discuss three different research approaches which investigated young children's development of geometrical thinking when dealing with shapes' transformations, imaginary perspective taking, and space and shape aspects with the use of gestural and verbal acts. Finally, in light of the above, a number of conclusions are drawn about the multiple qualities and uses of visualization in the development of the understanding of shapes and space and the diverse factors that may intervene in early geometry learning which involves the use of visualization.

show abstract

Geometry in the early years: a commentary

Cited by 23 publications

References 23 publications

Geometry teaching experience in virtual reality with NeoTrie VR

Geometry teaching experience in virtual reality with NeoTrie VR

Observing the Use of Gestures in Young Children’s Geometric Thinking

Geometry Learning in the Early Years: Developing Understanding of Shapes and Space with a Focus on Visualization

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