Where to start in Geometry? What age is the right one? How much does one need to pay attention to language? Again I think that children can and need to be trained in their visual understanding and additionally one can add the right words to what they see and obsreve. The earlier they learn to be able to express what is in front of them the better it is.
I see it now in the last year of elementry and in the first years of secondary how hard it is ti express properly and clearly what they see and most of all, what they have to do or are doing. SO language is essential and will help them to describe and explain…
If you can explain it, you know how to do it…
THINK INTERDISCIPLINARY 🙂
It is always fun to enter the world of NOUNS… I am particularly fond of the words under the black triangle… the strong and everlasting word, unchangeable and solid… just like a pyramid😀
Symbols we don’t use very often… actually never… I will focus on intransitive verbs … 🙃
WORRY IS A MISUSE OF YOUR IMAGINATION…
As spoken about, within geometry you can express easily express relationships…
Here my geometrical representation of identity.
I am still figuring out the pictograms that will and can represent my identity.
That’s for the next geometrical representation…
Geometry applied in the right way is a fantastic tool to train logical thinking. already at an early stage, children can see and understand patterns. Often it is underestimated how a young brain can already understand structures infront of him or her.
So Geometry can help to train the brain. used in the right way, children will see this as something pleasing… geometry is esthetics. The eye likes symmetry and equal parts. One feels safe when the structure is even, balanced and logic. So children of all ages have comfort within geometry and if applied and shown right, it can be and is a springboard I.e. fractions.
One should n ‘ t be scared to use metal insets and let the children explore. What are they able to create? What kind of symmetries will they make? One can halp to givr certain guidelines, like no crossing lines, the iset needs to always touch another line that was drawn, etc. The younger, of course, the simpler and for older children one can add a compass or ruler,… the options are countless.
I personally think that geometry is not given the right amount of attention in a classroom. I think as well that often the right connections, the interdisciplinary links are not made, yet one clearly does not go without the other.
I do agree that math has a very high standing and that it is important, yet when one would allow the children to dwell for longer periods of time in the geometrical realm; they will, and I mean all, profit on the long run.