n Learning and Teaching Mathematics - Using movement to teach geometry

Volume 2012, Issue 13
  • ISSN : 1990-6811


Learners who are physically involved in their mathematics instruction delight in discovering and engaging with concepts as a result of the real-world connections which are forged through mind and body working together. They gain a depth of understanding far greater than any worksheet on its own can ever provide. Their mathematics vocabulary increases and they develop problem-solving skills that can be used in all subject areas. Sack and van Niekerk (2009) assert that "children should develop competence using physical and mental processes with visual representation modes in addition to descriptions, regardless of the representation given in any particular problem" (p. 142). What follows is an example of a Grade 1 geometry unit on identifying and describing two- and three-dimensional shapes which incorporates body movement combined with verbal descriptions.

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