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Appears in:
Pages: 3689-3695
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

CREATING GEOMETRICAL CONCEPTS

E. Jagiello

University of Natural Sciences and Humanities (POLAND)
A little child while crossing the threshold of his nursery school thinks most of all about having fun there and only in course of time he can think about gaining and widening his knowledge there. In the early period of life fundamental mathematical concepts are created thanks to observing the reality and due to experiences acquired in daily processes. Therefore, it takes place in a natural manner. A child is willing to get to know new words and the relationships that appear between them. He is interested to find out what is their use in everyday life and having the nature of a young researcher he tries to check it in practice. The appropriate leadership of the educational process does not extinguish the pre-school child’s desire for scientific investigation. It is essential not to make barriers impossible to outreach at the particular stage of the development of thinking. Psychologists distinguished some developmental stages of a child which they strictly connected with the age. According to Jean Piaget there are the following stages:

1. the sensor-motor stage which occurs from the child’s birth until he is two years old;
2. the before operating stage from 2 to 6 years of age;
3. the specific operations stage from 6 to 12 years of the child’s age;
4. the formal operations stage is reached by 12 years old children.

Whereas, the further development of operations leads to the ability of hypothetical and deductive comprehension.
Nursery school children are at the stage of before operating comprehension which is called prelogic.
A child deliberately experiments on objects and also intentionally plans his actions based on representations of objects. That is why the introduction of geometrical concepts at this stage is justified. It is important for the teacher to guide this process skilfully. There are many proposals made in the literature. One of the most interesting is the use of the tangram and any derivative puzzles. Children may create various shapes, invent fairy tales, stories, rebuses and riddles during their classes. While experimenting on figures they strengthen their knowledge about shapes and their names.
keywords: child, math, geometric, tangram.
@InProceedings{JAGIELLO2011CRE,
author = {Jagiello, E.},
title = {CREATING GEOMETRICAL CONCEPTS},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {3689-3695}}
TY - CONF
AU - E. Jagiello
TI - CREATING GEOMETRICAL CONCEPTS
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 3689
EP - 3695
ER -
E. Jagiello (2011) CREATING GEOMETRICAL CONCEPTS, EDULEARN11 Proceedings, pp. 3689-3695.
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