Big Ideas Covered
Week 12 focused on the concept of geometry, in which it was clearly identified how geometry is to be taught. Furthermore, the concept of 2D and 3D shapes was discussed.
The images below identify the BIG IDEAS of Week 12.
Prior to Week 12, I had quite a limited understanding of how geometry is to be taught. Yet, I now understand the importance of allowing each student to physically create both 2D and 3D shapes using paddle pop sticks and playdough or simply paper.
Concept, Skill or Strategy
A skill in relation to geometry is being able to identify between a 2D and a 3D shape. Yet, before a student can develop this skill, they must have a conceptual understanding of 2D and 3D shapes, and the related attributes. This conceptual understanding can be developed through using the language model of mathematics, and allowing each student to physically create both 2D and 3D shapes.
Misconception
A misconception that a student may develop is misclassifying/incorrectly naming a shape due to orientation (Mooney, Briggs, Hansen, McCullouch & Fletcher, 2018). This misconception is likely to develop if a student is shown a shape which is orientated the same way each time (ASCD, 2011). As a future educator, I could remediate this misconception through allowing each student to explore shapes which are orientated differently.
ACARA + Scootle
Year Level: Foundation
Shapes All Around Me is a scootle resource which could be used at the children’s language stage to identify shapes within surrounding environments. Within the video, a definition of each shape is given and the must have attributes are identified. As the video is quite short, I would create activities which directly relate to video for each student to complete.
Resource or Teaching Strategy
Building Shapes Stem Cards is a fantastic resource which could be used to teach the concept of 2D and 3D shapes. Yet, it could also be used to develop the skill of identifying between a 2D and a 3D shape. This resource could be used at both the materials and mathematics language stage. When using this resourceI would ask each student to identify the attributes of each shape which has been created.
Concept, Skill or Strategy: Textbook
Within Reys et al, pp. 532-535, the concept of symmetry is identified in which there are two types of symmetry that a student must learn being line symmetry and rotational symmetry. This concept could be taught in Year 3, in which each student could be asked to identify symmetry in familiar objects, both inside and outside the classroom.
Resources
ASCD. (2011). Geometry and Measurement and Data. Retrieved from: https://pdo.ascd.org/lmscourses/PD11OC129/media/CCSS_Math_K-5_M06_Reading_GMDII.pdf
Australian Curriculum, Assessment and Reporting Authority. (2015). Mathematics: Sequence of Content. Retrieved from: https://www.australiancurriculum.edu.au/media/3680/mathematics_-_sequence_of_content.pdf
Jamieson-Proctor, R. (2019). EDMA241, Week 9 Part 1 [PowerPoint Slides]. Retrieved from: https://leo.acu.edu.au/mod/book/view.php?id=2406597&chapterid=190039
Jamieson-Proctor, R. (2019). EDMA241, Week 9 Part 2 [PowerPoint Slides]. Retrieved from: https://leo.acu.edu.au/mod/book/view.php?id=2406597&chapterid=190040
Kentucky Educational Television. (n.d.). Shapes All Around Me. Retrieved from: https://www.pbslearningmedia.org/resource/5aed5fc0-2b74-4d01-b80a-a78276e4ab0d/everyday-math-shapes-all-around-me/
Mooney, C., Briggs, M., Hansen, A., McCullouch, J & Fletcher, M. (2018). Primary Mathematics: Teaching Theory and Practice. (8th ed.). United Kingdom: Sage Publications.
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2017). Helping Children Learn Mathematics (2nd ed.). Milton: John Wiley & Sons.
The Stem Laboratory. (2017). Building Shapes STEM Cards. Retrieved from: https://thestemlaboratory.com/stem-challenge-build-shapes/
Whistler Alley Mathematics. Platonic Solids [Image]. Retrieved from: http://whistleralley.com/polyhedra/platonic.htm
EDMA Reflective Journal 