Language In Geometry

Language in Geometry

The teaching and learning of particular vocabulary is vital for the appropriate development of mathematical proficies and understanding this language contributes majorly to the overall concept of Geometry (smith, 2015). For children, recognising a shapes attributes and being able to describe them by using the correct terminology is an important aspect of learning Geometry (Reys et al., 2012).

Geometry language should be introduced and modelled effectively throughout the classroom. Introducing appropriate language should be introduced gradually. Initially beginning with everyday language such as square, straight, corner, same and then gradually introducing geometrical language such as vertex, angle, symmetrical (Top drawer

When teachers facilitate a student’s understanding about how language used in every day circumstances can develop a different meaning when incorporated into measurement and geometry they help students overcome the difficulties associated with definitions.

Difficulties in learning Geometry

Many students regardless of their mathematical concept make errors because they have misread or misinterpreted the questions being asked. They incorrectly misinterpret signs and symbols and find it difficult to visualise particular concepts associated with geometry. Students with this difficulty might find it hard to distinguish the differences in objects that are unalike (Educational foundation, 2002).

Another difficulty when learning Geometry is the inability to be able to relate the concept to the outside world. Many times students find it difficult to make meaningful connections and often struggle associating what is happening in the classroom to what is happening in their reality making it hard to recall and apply already learnt knowledge (Educational foundation,

Due to the strong association between Geometry and Measurement they can be used to help understand each other and vice versa.

Within primary settings investigators have encouraged that the ideas and understandings of measurement and geometry taught to students be implemented in order to deepen student’s levels of reasoning (Lowrie, logan & Scriven, n.d). Without this connection there are few opportunities for students to challenge the relationships between these concepts.

Measurement and Geometry are presented together in the Australian curriculum due to their relationship to each other and this needs to be effectively utilised (ACARA, n,d). Now embedded under the same strand educators can provide many learning opportunities that are rich in connection and significant to each other.