ICT and education of geometry in primary school. ICT and education of geometry in primary school

ICT and education of geometry in primary school

Introduction

Geometry is one of the subjects that require special attention in all aspects of instruction. Many teachers are unaware of the effects of the wrong methods used to impart the education to primary school students. One of the popular subtopics in geometry is that of 2D and 3D objects. In order to better analyze the performance of students, a comprehensive change in the manner in which geometry is taught is implemented. The role of ICT is also discussed in a separate section. The methods discussed are base on research conducted by a number of competent authorities. The results that these studies and literature review of eth field shows are very encouraging. The rate of adoption of ICT into the classrooms across the country is increasing. However, as the rate increases, the quality of the programs is not keeping pace.

Assessment of Prior Learning

Before embarking on the course, teachers must make sure that the students are up to the mark in their prior learning. In more specific terms, teachers must ensure that he following baseline learning targets have been met by all the students:

Propose a statement using numbers and geometric shapes in general terms.

Organize the given information into tables.

Competently use the concepts of two digit addition and subtraction

Competently use the concept of place value

Use multiples and work out pairs of factors of two digit numbers

Identify and draw parallel and perpendicular lines

Have measureable knowledge of rectangle and regular solids

Ma1 Objectives

The following three areas are chosen for focus on assessment:

Problem Solving

Reasoning and

Communication

Problem Solving

Problem Solving is one of the key areas where the teacher should focus. Problem solving the main skill taught in mathematics classes. Teacher should make sure that the students perform adequately in problem solving exercises. As the students try their hand at shapes and numbers, teacher should look for the ability of the children. The children should be able to make statements based on predefined rules. For instance when studying geometry, the children should be able to recognize various shapes. They should be able to know the names and number of angles. Another example could be of triangles. Children should be able to recognize various triangles. They must be able to acknowledge the fact that no triangle could have more than one right angle.

In working with numbers, the teacher should start with regular blocks of numbers. The children should be able to recognize the steps and point out the block's boundaries. Another area that would bring out the ability of children is the attention to sums and difference of the two digit numbers.

Reasoning

Reasoning is another area that usually requires the attention of the teacher. The ability of the students is directly proportioned to the level of reasoning. The children must be able to give a reason for choosing a particular answer. Most of the time, the answer is less important than the reason ...