Geometry Instructional Strategies

Geometry Instructional Strategies

For grade 3 students, I opted to use the development progression instructional strategy to introduce geometry to them. In this strategy, I was promoting independent learning (Clement & Samara, 2011), and I was also building the foundation for future mathematical understanding for the students.

First, I created stepwise strategic lessons for my students. I used verbal tests on my students. I asked them to name the quadrilaterals they knew. I visualized these shapes in the student’s minds by showing them these shapes and explaining their similarities. I asked my students to mention the common attributes in the quadrilaterals. Later I gave them an assignment to draw different quadrilaterals Second, I administered tests twice per week and I identified my weak and strong students. For the keen students, I conducted two exams monthly, and for the weak ones, I administered two exams weekly to check their information retention. Third, I recorded the students’ progress graphically to identify the vulnerable students who required more instructional performance.

To connect to the student’s learning needs, I included media technologies in my class. I combined my visual classes with auditory and kinesthetic components to enhance the memory of the children (Douglas & Samara, 2004). I taught about the shapes using stories where I named the characters of the stories after the geometric shapes. I then introduced the relationship analysis concept to the kids. I explained the relationship between the shapes (Carlson & Levin, 2011). I ensured that they understood how the shapes compared with each other and with the physical features and the surrounding environment. To instill mathematical concepts to the kids, I added precise teaching aids on the classroom walls (Caldar & Sinclair, 2018). I also helped the students to make songs to help them memorize the attributes of the quadrilaterals musically. I encouraged the students to monitor and correct their mistakes by allowing group discussions. These discussions helped the weak students to learn from their more robust counterparts. I applied a student-teacher interaction with my students to encourage them, monitor their progress, and to reinforce the mathematical skills.

References

Zachary S. Gold, Kellerman, Sharon Christ, and Aura A. Mishra. (2020). Engineering Play, Mathematics, and Spatial Skills in Children with and without Disabilities. Early Education and Development

In Calder, N., In Larkin, K., & In Sinclair, N. (2018). Using Mobile Technologies in the Teaching and Learning of Mathematics.chan Switzerland publishers

Carlson, J. S., & Levin, J. R. (2014). Instructional Strategies for Improving Students’ Learning: Focus on Early Reading and Mathematics. Charlotte: IAP – Information Age Publishing,

Douglas H. Clements & Julie Sarama (2004) Learning Trajectories in Mathematics Education, Mathematical Thinking and Learning, 6:2, 81-89, DOI: 10.1207/s15327833mtl0602_1

Clements, D.H., Sarama, J. Early childhood teacher education: the case of geometry. J Math Teacher Educ 14, 133–148 (2011). https://doi.org/10.1007/s10857-011-9173-0