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Space, geometrical regularities and shapes in children’s learning and teaching. (English)
Ann. Pol. Math. Soc., Ser. V, Didact. Math. 31, 117-128 (2008).
Summary: The message of the author’s work is to reveal that geometrical activities for 4‒7 year-old children stimulate their mental development. They help children not only to understand some specific geometrical concepts, but also to develop their mathematical thinking in general. In recent years, one may observe the increase of interest in creating a mathematical way of thinking among young children. Some research results confirm that many children have a well-developed, spontaneous and intuitive mathematical competence before their school education. Research in this field puts a great emphasis on early numeracy and competence in counting, however a very limited number of research is devoted to an early geometry. the author’s previous research results gave the base for the assumption that it is possible to introduce very little children to a geometrical way of thinking. In this approach, the starting point is not the work with geometrical figures, but the work with geometrical regularities. In various aspects of children’s activities the role of regularities in intellectual development was investigated: in skills of using language, in children’s literature, art, music. Many curricula and teaching programmes suggested the view on possibilities of learning geometry via regularities, but there was a lack of research in this domain.
Classification: G21 G22 G91 G92 C71 C72
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