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Math Palucas
Young Children's Ideas about Math
This article presented many conclusions concerning children's perceptions of geometric shapes and related findings to activities that could be implemented within the elementary classroom. Many findings were drawn from various studies concerning different age groups and how each one related to different geometric shapes. The information presented then compared the results across the board to define and identify the various developmental levels where children understood the geometric concepts presented.
Testing occurred to determine when children could first correctly identify presented shapes such as circles, squares, and triangles. Researchers discovered that children at the pre-recognition level recognize shapes, but are unable to identify and distinguish among many shapes. The next stage is the visual stage. Children are able to identify shapes according to their appearance. The more advance stage is known as the descriptive stage and it is entered when a child can recognize and characterize...
As they gain knowledge and understanding of geometric figures, they begin to think about shapes in different ways. They also expand their vocabulary, along with definitions, in order to better understand a deeper grasp of the geometric figures being identified. The authors present information concerning children's ideas about common shapes. Research showed that children are more likely to identify a circle at an earlier age, and within a short period of time, be able to identify a square almost as accurately as circles. However, triangles and rectangles are more difficult for children to understand, and more knowledge or familiarity is necessary in order to correctly identify on a more frequent basis.
The authors offered research-based ideas and activities that "for improving the instruction of basic shapes and for enhancing children's understanding of these shapes" (Clements & Sarama, 2000). Simple suggestions…
Reference
Clements, D. & Sarama, J. (2000, April). Young children's ideas about math. Teaching Children Mathematics, 482-487.
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