Early Geometrical Thinking in the Environment of Patterns, by Ewa Swoboda, Paola Vighi

By Ewa Swoboda, Paola Vighi

This publication discusses the training and instructing of geometry, with a unique specialize in kindergarten and first schooling. It examines vital new traits and advancements in learn and perform, and emphasizes theoretical, empirical and developmental matters. extra, it discusses a number of issues, together with curriculum reviews and implementation, spatial talents and geometric reasoning, in addition to the mental roots of geometrical considering and instructor instruction in geometry schooling. It considers those concerns from ancient, epistemological, cognitive semiotic and academic issues of view within the context of scholars' problems and the layout of training and curricula.

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By Ewa Swoboda, Paola Vighi

This publication discusses the training and instructing of geometry, with a unique specialize in kindergarten and first schooling. It examines vital new traits and advancements in learn and perform, and emphasizes theoretical, empirical and developmental matters. extra, it discusses a number of issues, together with curriculum reviews and implementation, spatial talents and geometric reasoning, in addition to the mental roots of geometrical considering and instructor instruction in geometry schooling. It considers those concerns from ancient, epistemological, cognitive semiotic and academic issues of view within the context of scholars' problems and the layout of training and curricula.

Show description

Read Online or Download Early Geometrical Thinking in the Environment of Patterns, Mosaics and Isometries PDF

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Additional info for Early Geometrical Thinking in the Environment of Patterns, Mosaics and Isometries

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The use of the flowery tile increases in the second grade. We obtained protocols showing feeble or rigid structures (Fig. 24). Fig. 23 Chick and cat Fig. 24 Black and white protocols 32 Early Geometrical Thinking in the Environment … Protocols 24a and 24c were produced in kindergarten, a first grader made protocol 24d, and the authors of the remaining protocols were second grade pupils. We have superimposed some ovals on the reproduction of the original protocol in Fig. 24a in order to draw the reader’s attention to feeble structures.

Some of them prefer rows, some of them columns. It appears that it was difficult to see both rows and columns, especially for young children” (Rożek and Urbanska 1998, p. 304). The activity of paving a floor can promote the acquisition and mastery of the row-column arrangements often employed in mathematics (Vighi 2006). For instance, it is the first and important step towards the idea of bi-dimensional distribution and the concept of array that underlies the measurement of areas (and multiplication too).

She understood the general rule in the pattern. The valid principle was: arrangement in the basic motif arrangement in each concrete motif. b. Geometrical transformations as an instrument of reading Research implemented in Grade 3 by Marchini and Vighi (2011) proposed an “instrumental approach” inspired by the “cognitive ergonomics” of Verillon and Rabardel (1995), in which artefact is the main tool of semiotic mediation (Bartolini Bussi and Mariotti 2008). The main idea is that an innovative introduction of isometries can play a relevant role in integrating the traditional teaching practice with the geometry of transformations.

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