Developing Geometric Reasoning and Concepts in Learning

Developing Geometric Reasoning and Concepts in Learning

Chapter 16 explains how teachers can help children develop geometric reasoning and learn geometric concepts. One of the main ideas in the chapter is on the capabilities that enable learners to understand geometric concepts and reasoning. Van De Walle et al. (2017) state, “All learners are capable of growing and developing the ability to think and reason in geometric contexts, but this ability requires ongoing and significant experiences across a developmental progression” (p. 365). This statement suggests that teachers should not give up on a student who takes time to understand geometric concepts because, eventually, the child will understand the concepts because of their ability to develop and grow the ability to think and reason in geometric contexts. The second main idea is the value of the mosaic puzzle. Van De Walle et al. (2017) state, “The value of the mosaic puzzle is that the set contains five different angles, which could lead to discussions about informal angle comparisons and groupings of angle measures such as right, acute, and obtuse” (p. 379). This statement suggests that teachers can use the mosaic puzzle to help children understand different angles used in geometry.

The chapter also contained new information I can apply to teach children geometric concepts. One of the new pieces of information is on the importance of the geometric experiences provided by teachers. Van De Walle et al. (2017) state, “All teachers should be aware that the collection of geometric experiences they provide are the single most important factor in moving children up this developmental ladder to higher levels of geometric thought” (p. 372). This statement suggests that teachers can influence the learning process based on the geometric experiences they create for children. The chapter also offers new information on the importance of mystery definition in teaching geometric concepts. Van De Walle et al. (2017) state, “The value of the “Mystery Definition” activity is that children develop ideas and definitions based on their own concept development. After their definitions have been discussed, compared, and refined as needed, you can offer the conventional definition for the sake of clarity” (p. 386). I can apply this information when creating a lesson plan to include activities that include mystery definitions to increase the children’s understanding and retention of information about geometric concepts.

Question: How can teachers help students enhance their capability to grow and develop the ability to think and reason in geometric contexts?

References

Van De Walle, J. A., Karp, K.S., Lovin, L.A. & Bay-Williams, J.M. (2017). Teaching student-centered mathematics: Developmentally appropriate instruction for grades Pre-K-2 (3rd ed., Vol. 1). Pearson.

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Question: How can teachers help students enhance their capability to grow and develop the ability to think and reason in geometric contexts?

Developing Geometric Reasoning and Concepts in Learning