This is a summary of the discussion on Day 1. This is the fifth class organized by MOE Singapore for local kindergarten teachers. MCI offers early childhood courses with emphasis on mathematics and science.
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Development ofGeometric Thinkingvan Hiele Model of Geometric ThinkingThere are 5 levels:• Level 0: Visualisation• Level 1: Analysis• Level 2: Informal Deduction• Level 3: Deduction• Level 4: RigourThe levels are sequential – must start at the basiclevel.
Level 0: Visualisation• Recognise the appearance of the shapes (look sort of alike)• Properties are incidental to the shape (implicit)“A square is a square because it lookslike a square.”
Implications for InstructionLevel 0: Visualisation• Provide concrete materials that can be manipulated• Include different and varied examples of shapes• Involve lots of sorting, identifying, and describing of various shapes• Provide opportunities to build, make, draw, put together and take apart shapes
Level 1: Analysis• More aware of the properties of a shape than to its appearance• Use properties to define categories of shapes (able to list the properties but not the relationships among the properties)
Implications for InstructionLevel 1: Informal Deduction• Engage in the same activities as level 0 but the focus of the activities should be on the properties of the shapes, not identification• Classify shapes by properties• Derive generalisation by studying examples• Use appropriate vocabulary
Level 2: Informal Deduction• Understand the relation of properties within and among figures“A square is a rectangle, a rectangle isparallelogram which is also aquadrilateral.”
Level 3: Formal Deduction• Construct proofs to determine the truth of a mathematic statements Level 4: Rigour• Highly abstract form of geometric thought
Summary Understand the importance of visualisation and geometric thinking (van Hiele model of geometric thinking ) Use activities to reinforce visualisation skills • Tangram activity • Grandfather Tang’s story • Create your own picture
Number BondsCore Concepts- Whole- PartsCan students figure out that a given number (up to ten)comprises of two numbers? Convention Do students understand a convention used to represent number bonds? The common convention used in Singapore primary school textbooks is shown