Understanding kindergarten teachers’ perspectives of teaching basic geometric shapes: a phenomenographic research

Abstract

Geometry is one of the disciplines children involve within early years of their lives. However, there is not much information about geometry education in Turkish kindergarten classes.

Early-years teachers’ concept images and concept definitions: triangles, circles, and cylinders

“…The authors concluded that the definition was meaningless until the students had first learned about the concept, investigating and experiencing the different elements that make up a circle. Similarly, a separate study found that many kindergarten teachers begin teaching geometry with the circle because it is round, has no corners, and is easy to draw with only one stroke of the pencil (Inan and Dogan-Temur 2010). In other words, the circle is viewed as a less complicated figure than the rectangle or triangle, seemingly disregarding its critical attributes.…”

The Effects of Using Geometry Activities Based on Dienes’ Principles on 4th Graders’ Success and Retention of Learning

“…• Öğrencilerin geometrik düşünme düzeylerinin istenilen düzeyde olmaması (Fidan ve Türnüklü, 2010;Gökbulut, 2010;Gökbulut ve Ubuz, 2013;İnan ve Doğan Temur, 2010;Olkun, 2005;Olkun ve Aydoğdu, 2003;Toptaş, 2007;Yenilmez ve Yaşa, 2008).…”

Learning mathematics in two dimensions: a review and look ahead at teaching and learning early childhood mathematics with children’s literature

“…The primary concerns for professional development are the inadequate training and development available to teachers along with their use of limiting curricular materials, as this combination often results in the perpetuation of geometric misconceptions in their students ( Clements and Sarama, 2000 ). Additionally, knowledge of individual children’s developmental levels is also lacking, preventing teachers from providing instruction that is “consistent with their developmental process and individual differences” ( Inan and Dogan-Temur, 2010 , p. 457).…”

“…We review several guidelines and evaluative criteria for book selection, including Cianciolo (2000) , Schiro (1997) , Hunsader (2004) , and van den Heuvel-Panhuizen and Elia (2012) . Geometry concepts have proven challenging for young students, but their difficulties may stem, in part, from inadequate teacher training and professional development ( Clements and Sarama, 2000 ; Chard etal., 2008 ) which lead to misconceptions ( Oberdorf and Taylor-Cox, 1999 ; Inan and Dogan-Temur, 2010 ). Using picture books in teacher training may be an inviting way for early childhood teachers to enhance their own knowledge.…”