28/08/18

Geometry 

Geo - about the Earth or earth measure   metry - measure or measuring physical features

Bruce talked us through a view of geometry. 

Branding: prototypical shapes - often students are told what the name of a shape is and not the properties of the shape - how many sides does the shape have and so on. We don't want students to fall into this branding or prototypical shape trap. We need to show many different experiences of what makes a shape. 

Make a sensible statement of what a shape is. A circle is round. Students can relate to roundness. So students need to explore round before we look at the shape of things or the name of shapes. We don't want students to make the mistake between the name of a shape and its function eg. a cylinder is round but compared to its function it is round and rolls. Again, with roundness is a clock round? Yes, it is, however, can it be rolled. Allow students to look at shapes in the world and see how it forms and functions. (a round corner - an aris is an architectural term for analyzing structures and features)

 

There are rules to shapes for example:
Polygons - close shape
              - sharp corners
              - straight lines
Then count the sides. We need students to start distinguishing shapes by looking at shapes and the rules around shapes. 

Directional language - we are going to grow language location over the year because it cannot be done overnight or in a few short lessons. Language location is fed in over time. Be very careful with words of location because there are lots of version of location and different perspectives - cultural as well.

Remember the inherent ambiguities that go with location.

Don't move shapes with little children until you have moved yourself (body) eg. 6 steps forward turn to the right. Puzzles are far more valuable for rotation and translation in maths. 

Geometry of the world - reality is more important. For example, how to fill the box.