Geometry In Mathematics

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Geometry
Introduction
To some, Geometry is a pleasing area of mathematics to teach. Some educators find it deeply interesting as it provides opportunities for many different approaches. Being an essential part of mathematics and a vital component of many aspects of our lives geometry appeals to our senses and due to this it engages learners to deepen conceptual knowledge.
The purpose of this report is to determine the importance of Geometry for primary schools students. It seeks to find the stages in which appropriate learning will come about and develop amongst students using the Van Hiele stages of geometry. It will discuss the key concepts incorporated into the sub strands of Geometry and measurement these will include shape, location,
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It is found to have many practical uses and is an important aspect for students in everyday life. Playing an important part in extra curricula activities such as sports games, food design and quilting geometry engages students through hands on and mind on experiences (Abdullah & Zakaria,…show more content…
Thus students develop personal attributes and perseverance about the objects that surround them (Reys et al., 2012).
Stages of Geometry
The field of Geometry is based on the notion by Van Hiele on how students come to learn and understand Geometry. It is a theory developed involving levels or stages that students’ progress through and as they progress from simply recognising a figure such as the ability to visualise 2D shapes and 3D objects (ACMMG009) (ACARA, n.d) to the ability to write formal geometric proof students develop deeper knowledge and understanding about Geometry (Mason, n.d).
There are five levels or stages designed by Van Hiele consisting of Levels one to five (Visualization, analysis, abstraction, dedication and Rigor). As student’s progress through each level one-by-one, mastering each as they go, effective learning can take place (Mason, n.d).
Van Hiele theory stresses the importance of successfully passing one level before moving onto the next. He states that each level has its own language and students cannot engage thoroughly in Geometric thinking without passing the level before (Essays,
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