Geometry in School

We have already observed that geometry is within many of the different aspects of life, but I would like to highlight the great influence that this has on art. Art covers different areas, such as: drawing, sculpture or architecture. All of them, governed by mathematics, compositions, the visual, etc. which produces sensations when observed by the human eye. Through geometry, the authors of artistic works seek to balance, create, contrasts, imagine shapes, etc. For example, in sculpture, geometry can be used to create the spaces that will be treated and the composition they want to create. This use of geometry gives us different sensations, such us security, solemnity, restlessness, movement, hieratism, etc. The use of geometry in the drawing is quite similar to that of the sculpture. Some exercises that could apply with students in class could be the following: teach students some images of pictures or sculptures and play to find geometric shapes in them. Perhaps anot...

In today's post, I will reveal another curious example in which geometry unites with the nature. This is a very daily example that students are tired of seeing, so it is a key example for their learning. The spider webs. In the creation of a spider web, we can observe how using triangles (it is the only non-deformable polygon) builds the base of the spider's web with the objective of having a rigid and resistant structure. Once the base structure has been made, it proceeds to elliptically construct the rest of the web, achieving an accurate trap structure. Finally, the spider goes to the center of the web to detect any vibration that may occur. Through this example we can work many geometric concepts with the students, such as: triangle, lines, circles, etc. Thus, this type of activities can be carried out through small projects. For example, when explaining the triangles or the radius of the circles to the students, we begin with this curiosity that nature poses...

The Singapore method focuses on content learning from everyday situations, being the teacher the guide that brings problematic situations so that children like this build their own knowledge (constructivist model) through of reasoning. The Singapore method is also characterized by have a spiral curriculum (periodic and progressive reviews of what has been learned) and  by actively involving families, that we find really useful. For Burner "the child develops his intelligence little by little in a system of evolution, dominating first the simplest aspects learning to be able to pass after the most complex", which is why the Singapore method allows students to pass from one manipulative phase to a drawing phase to reach the level abstract. "It is a system that seeks to exploit the "soft skills" that the students have the ability to imagine solutions to a problem, that know the reason why certain steps were followed and how the solution was reached. In additio...

The technologies can be completely useful for improving the skills of children in geometry. The technologies open us a wide world in which we can create many resources that we can not have in our hands. Therefore, it is a very useful tool to use in class with students. In addition, children find the technologies very interesting and motivating, since in a certain part it is something that they use daily and that they can use alune, evolving and learning individually. In my previous post, I explained my opinion about the best way to teach geometry: through nature. This way is which I think is the best to introduce geometry to children. On the other hand, I think that technologies can be one of the the best ways to help children practice in these geometric concepts that we hace already discovered: point, line, figure, polygons... This difference that I propose between introducing concepts and practicing them is very simple: on the one hand, students must discover the new co...

I think one of the best ways to teach mathematics or in this case, geometry to children is through their explanation in nature. Greeks explained etymologically the word Geometry as geo "earth" and metrein  "measure", which means literally the measure of the earth. Therefore, I think we should teach children to locate this geometry in nature, so that they understand its origin and its reason for existence. In this way, we can find small curiosities for each one of the aspects that we find in the geometry, making the learning of this subject a meaningful and special learning for the students. I would like to give an example of this: the relationship between bees and hexagons. Why do bees create their panels with hexagonal shapes? This question can be an incentive for the students, on their own, to investigate about it. Thus we encourage their curiosity and their learning in the search for information. Through this initial question, we can also include...

Montessori is an educational method based on stimulation and respect. The Montessori method is characterized by providing a prepared environment: orderly, aesthetic, simple, real, where each element has its reason for being in the development of children. The Montessori classroom integrates ages grouped in periods of 3 years, which naturally promotes socialization, respect and solidarity. The prepared environment offers the child opportunities to engage in interesting work, freely chosen, which leads to prolonged periods of concentration that should not be interrupted. Freedom develops within clear limits that allows children to live together in the small society of the classroom. The adult is an observer and a guide; helps and stimulates the child in all his efforts. It allows you to act, love and think for yourself, helping you develop confidence and inner discipline. Children work with scientifically designed concrete materials, which provide the keys to explore the world ...