Theme of the series: "We work with the geoboard."- An action-oriented approach to the geoboard by collecting a variety of experiences on plane figures, their properties and the congruence of surfaces to promote spatial orientation skills and the further development of visual perception skills.
Theme of the unit: "We discover different triangles on the geoboard" - An active-discovering examination of the flat form "triangle" through an exploratory approach to the 3x3 geoboard, in which the children stretch as many different triangles as possible and compare them with each other, with the aim of gathering further experiences on the congruence of surfaces, as well as promoting spatial orientation skills and the further development of visual perception skills.
Table of content
1. Theme of the series
2. Theme of unity:
3. Structure of the series
4. Core concerns of the unit
4.1 Central work order
4.2 Reflection mandate or guiding impulse for the reflection phase
5. Justification of the core concern from a didactic and methodological point of view
5.1 Didactic analysis
5.2 Curriculum
5.3 Learning requirements of the pupils
5.4 Didactic reduction
5.5 Methodical analysis
5.6 Sub-objectives of the core concern
6. Course planning of the unit
Bibliography
1. Theme of the series
"We work with the geoboard." - An action-oriented approach to the geoboard by collecting diverse experiences of flat figures, their properties and the congruence of surfaces to promote spatial orientation and the further development of visual perceptual ability.
2. Theme of unity:
"We discover different triangles on the geoboard." - An active- discovering examination of the flat form "triangle" through researching handling of the 3x3 geoboard, in which the children stretch as many different triangles as possible from each other and compare them with each other with the aim of collecting further experiences on the congruence of surfaces as well as promoting spatial orientation and the further development of visual perception.
3. Structure of the series
1st unit: "We get to know the geoboard and experiment." –
Getting to know the working medium 'Geoboard ́ by researching and determining the properties, by allowing free experimentation and by stretching and comparing known geometric shapes with the aim of getting to know the working technique and repeating the basic geometric experiences.
2nd unit: "Our Inventors' Exchange" –
Transfer of the tense figures into the iconic level by collecting various tension figures as part of an inventors' exchange and transferring them to a point field so that the working technique is further deepened, the possibilities and limits of the material are recognized and creativity and visual perceptual ability are promoted.
3rd unit: "We stretch figures." –
Arranging and re-tensioning figures from the inventors' exchange as well as re-tensioning other figures on the geoboard, in that the students learn through experimentation that the re-tensioning around many nails is more demanding than by fewer nails, thus promoting the spatial imagination and the visual perceptibility.
4th unit: "We play the form-spanning game." –
Introduction of designations for the hooks on the geoboard and thus directions of reading coordinates, by practicing tension dictates acting on the geoboard and then in the imagination with the aim of facilitating communication via figures, setting tasks with a higher degree of abstraction (symbolic) and thus promoting spatial perception and thinking.
5th unit: "We discover different squares on the geoboard." –
An active- discovering examination of the flat form "square" through researching of the 4x4 geoboard, in which the children span as many different squares as possible from each other and compare them with each other with the aim of collecting first experiences on congruence as well as promoting spatial orientation and the further development of visual perception.
6th unit: "We discover different triangles on the geoboard." –
An active- discovering examination of the flat form "triangle" through researching of the 3x3 geoboard, in which the children stretch as many different triangles as possible from each other and compare them with each other with the aim of collecting further experiences on the congruence of surfaces as well as the promotion of spatial orientation and the further development of visual perception.
7th unit: "We continue to stretch and work in the geoboard learning corner." –
Further work on various tasks such as re-tensioning, changing, mirroring, etc. through the independent selection of offers in a 'learning corner' with the aim of deepening and expanding already acquired knowledge and further promoting independence and spatial imagination.
4. Core concerns of the unit
Initiating a first basic knowledge about the congruence or incongruity of geometric figures as well as gaining knowledge of verification procedures of congruence by the students stretching as many different triangles as possible on the 3x3 geoboard, then comparing them and recognizing that congruent triangles can be stretched at different positions.
4.1 Central work order
Find as many different triangles as possible on the geoboard.
4.2 Reflection mandate or guiding impulse for the reflection phase
When is a triangle the same and when is it different?
5. Justification of the core concern from a didactic and methodological point of view
5.1 Didactic analysis
According to Radatz & Rickmeyer, acting (learning) and discovering learning is one of the principles for the design of geometry lessons in primary school.1 In this lesson, the children should use the geoboard to Perceptual, imagining and Representational ability enlarge2, so that they are given action experiences and practical activities, such as stretching here, by finding and discovering different triangles. For "thinking in the sense of Piaget is understood as internalized action (...), then the importance of concrete action with geometric elements becomes clear, especially in pre-school and primary school age"3. An internalization of geometric terms can only be done at primary school age via Action experiences and on the handling of concrete material.4
The geoboard can meet these requirements. In dealing with the form-spanning game in the introduction, the tensioning of geometric figures (here: triangle), as well as the understanding of the congruence, the students develop and train their visual perceptual ability. In dealing with the geoboard, the children deepen and expand their form studies; the development of the term "congruence" is supported, since all triangles can be checked for congruence. By trying, testing and replicaning triangles are created and found, so in this unit is also the inductive approach to be found.5
[...]
1 cf. Radatz & Rickmeyer (1991).
2 cf. Gawlista 2000, p. 16.
3 cf. Ibid. p. 14
4 cf. Radatz & Rickmeyer (1991).
5 cf. Radatz & Schipper 1998, p. 142.
- Quote paper
- Stefanie Hiller (Author), 2009, Working with the geoboard. An action-oriented approach to the geoboard in elemantary school (2nd grade), Munich, GRIN Verlag, https://www.grin.com/document/1190747
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