Teaching PolygonsReport as inadecuate

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Australian Primary Mathematics Classroom, v11 n1 p30-32 2006

Teachers assume that by the end of primary school, students should know the essentials regarding shape. For example, the NSW Mathematics K-6 syllabus states by year six students should be able manipulate, classify and draw two-dimensional shapes and describe side and angle properties. The reality is, that due to the pressure for students to achieve mastery in number, teachers often spend less time teaching about the other aspects of mathematics, especially shape (Becker, 2003; Horne, 2003). Hence, there is a need to modify the focus of mathematics education to incorporate other aspects of mathematics including shape and especially polygons. In this article, the author looks at the teaching and learning of polygons in primary classrooms by providing some essential information about polygons and some useful teaching strategies and resources. (Contains 4 figures.)

Descriptors: Mathematics Education, Mathematics Instruction, Teaching Methods, Geometric Concepts, Plane Geometry, Educational Strategies, Independent Study, Mathematics Teachers, Educational Resources

Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office[at]aamt.edu.au; Web site: http://www.aamt.edu.au

Author: Scahill, Jillian

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6222&id=EJ793910

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