Math Palucas Young Children\'s Ideas About Math

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 shapes by their properties.

Children experience each level, as they grow developmental within the geometric math realm. 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 brought about great results. First of all, give credit for the knowledge that a child already possesses. Next, avoid common misconceptions, and then expand the limited notions of perfect shapes by pointing out geometric figures that are located in everyday life. Have the child locate circles, triangles, squares, and rectangles on the playground, at home, and in the classroom. Eliminate the perfections of shapes, and include variation, different textures of materials, and also change colors. It is important to incorporate a variety of different activities in order to include all student-learning styles.

A classroom teacher must discover methods to incorporate that address each child's level of thinking concerning the area of shapes. Children need activities that address each learning level, while also addressing their learning style. Manipulative activities such as measuring, coloring, folding, and cutting different shapes should be incorporated to help reinforce the presented shape being studied. Discussion should also take place while the activity is occurring so that the student gains a better understanding and perception of the shape.