While reading chapter eight in educational activity Student Centered Mathematics: Grades 3-5 by John A. wagon train de Walle and LouAnn H. Lovin, I had a few moments of clarity: firstly, my understanding of spatial sense experience and its importance in the classroom was deepened. Secondly, van Hieles model was introduced and explained extensively. Lastly, my eyes were opened to the ways in which I can introduce geometry in an appropriate manner to epoch groups previously not exposed to the subject. Overall, chapter eight addressed the authors why geometry is a crucial subject in any maths classroom and, in addition, provided future teachers with a functional describe of activities by means of which to teach geometry. **Authors measure: There are many ideas introduced throughout this chapter; however, I go out be addressing only the few which I found near interesting/applicable.
One of the first concepts introduced in this chapter is that of spatial sense. Van de Walle and Lovin define spatial sense as รข€¦an intuition virtually shapes and the relationships among shapes (page 205). Growing up, math teachers always seemed surprised when I showed competency manipulating objects and shapes. Teachers even went so far as to tell me commonly boys have better spatial sense.
Reading the authors acknowledgement of the feature people are not simply born with or without spatial sense was very interesting to me; this statement do me wonder how I can foster this skill in my own students. Similar to number sense (defined and discussed in chapter ii of this same text), having spatial sense is crucial to understanding geometry. discerning that mathematics in general helps to formalize the ability to be able to grasp, visualize and represent the space in which we live, it stands to reason that learners who are able to display an understanding of spatial sense have a better understanding of the fact that in the real world, space and shape do not come through in isolation from motion and time.
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