EDF2304 assessment 2 4. What does research say about your topic?

Sarama and Clements (2002) claimed using two dimensional and three dimensional materials for children to do mathematical experience can benefit them. The experience can help them to build foundation and develop necessary mathematical skills for higher levels of mathematical studies. For example, building blocks can help childrens creative thinking and problem solving skills, as they need to constantly work on the relationship between height, area and volume ( Sarama & Clements 2002).

Picture source: http://www.dreamstime.com/stock-photography-children-playingblocks-image8330012 5. What are the recommended approaches to the teaching and learning of your topic?

Cheeseman (2013) pointed out teachers should help the students to extend their mathematical knowledge, and allow the students to practise their mathematical experience independently as much as possible. Clement and Battista (1992) have provided guidelines to help students and teachers learning and teaching, according to the levels of geometric understandings (as cited in Reys et al. 2012). Teachers can teach (Pre to grade2) students level 0 first, and then gradually move up to level 3, and level 4 is for high school students. Below is the geometric level 0 to level 4 information: Level 0(Prerecognition) Description:Children only focus on some visual cues. Simple responses of children:Shown a triangle, children may focus on straightness and say it is a square. Level 1(Visual) Description:Children view a geometric shape as a whole. They can describe properties based on visualisation but not based on analysis of the attributes. Simple responses of children:Children may say it is a rectangle because itlooks like a door. It has 4 sides because they can count them. Level 2(Descriptive Analytic) Description:Children focus on the relationships between parts of a shape and defining attributes. Simple responses of children:Children may describe a rectangle as a 4-sided figure with opposite sides equal and parallel with 4 right angles. Level 3(Abstract/Relational)

Description:Students interrelate eometric properties, form abstract definitions, distinguish among necessary and sufficient sets of properties for a class of shapes(Battista 2007) Simple responses of children:Students know that a sufficient definition of a rectangle is a quadrilateral with 2 pairs of parallel sides and a right angle. Level 4 (Formal Axiomatic) Description:Students use deduction to prove statements. This is the level needed to be successful in a formal, high school geometry class. Simple responses of children:Students, given axioms, can write a deductive proof. Figure 6.1 Levels of geometric thought (modified van Hiele levels by Clements and Battista 1992, as cited in Reys, 2012, p.376) Lesson plan sample:

Picture sources: http://www.thepartyworks.com/ip/images18/189218/66980.jpg http://openclipart.org/detail/23395/shiny-pink-and-purple-cylinder-container-byadam_lowe http://www.123rf.com/photo_5479085_australian-flag-sphere-isolated-on-whiteillustration.html Using the above Clement and Battista (1992) geometry learning guidelines, the learning plan for a grade 2 child is:

1. Let the children identify real objects and recognise the names of these three dimensional shape: Cone, cylinder and sphere. 2. Comparing the shapes and describing their differences or similarities. 3. Understanding what features make the shapes of cone, cylinder and sphere. 4. Giving proper definitions of cone, cylinder and sphere.