Geometry is a branch of math that centers on measurement and relationship of lines, angles, surfaces, solids and points. It is concerned with the shape of individual objects, spatial relationships among various objects, and the properties of surrounding space (Heilbron, 2019). The term ‘geometry’ was derived from Greek words geo (Earth) and metron (measure) — Earth measurement. On that period, people use this to solve arising practical problems as those found in surveying, measuring volumes of solid figures to store products, goods, and treasures, and in building dams and pyramids, too.
With geometry’s functions, it doesn’t seems to be used in everyday life especially by students since they don’t build infrastructures nor record volumes, do landscapes and the likes; so they usually say “I don’t need this lesson!” as they either struggle understanding the subject matter or simply are uninterested. On the other hand, we all know that geometry, like any other branches of mathematics, plays important roles in our education system and in our lives — may it be in a future job or in improving our critical thinking ability. Thus, it is important to give the students an overlook of what geometry is during elementary years through going with the basics.
As technology continuously innovates itself, handing us a wider spectrum of knowledge and opportunities to cope up with diversity, and faster, easier way to gather information that even a kid could avail. Nowadays, if a lesson is delivered tediously and ineffectively by educators, the students fell out of attention in what they are supposed to be learning which results in poor performance in geometry— might affect other subject areas as well. In this case, there is a need to improve the way teachers get the learners’ attention, make them enjoy learning geometry and its concepts. Wlodkowski, 1978 stated that learners can be motivated directly by grabbing their attention and interest in the learning process through the use of attractive, thought-provoking manipulatives.
Teaching with manipulatives, such as Geoboards is effective (Sibiya, 2019) as it have the potential to develop learners’ motivation level in learning geometry’ theorems but it should not be vigorously employed without detailed inquiries of its practical implication. A geoboard is a mathematical manipulative used to explore basic concepts in plane geometry; consisting a physical board with certain number of nails half driven in, where geo/rubber bands will be wrapped in. Montessori Mathematics use beautifully designed materials like Triangle Boxes, Geometry Cabinet, Geometric Solids, etc., etc which lead to understanding the formulas for calculation of areas and volumes or in learning the advanced terminology and notions such as congruence, similarity and equivalence.
According to Tammy Jones, 2019, there are five reasons for using manipulatives in the classroom: (1) Manipulatives can provide a bridge between the concrete and abstract levels of many mathematical topics; (2) Manipulatives can serve as models that support students’ as they think about, remember about, and communicate about the mathematics being studies; (3) Manipulatives provide another representation for the mathematics being studied; (4) Manipulatives support students engagement and differentiation; (5) Manipulatives can give students ownership of their own learning. Research on the benefits of manipulatives stated that “from both learning theory and classroom studies shows that using manipulatives to help teach math can positively affect student learning… Papert (1980) calls manipulatives “objects to think with.” Incorporating manipulatives into mathematics lessons in meaningful ways helps students grasp concepts with greater ease, making teaching most effective.”
As NCSM states, “… the use of manipulatives is not viewed as optional by teachers, while recognizing that the nature and frequency of use will vary from course to course.” Teachers play a crucial role in helping students use manipulatives successfully especially in geometry, so that they arrive at a deep understanding of mathematical concepts whilst having fun in the course of learning..
References:
Jones, Tammy. (August 02, 2019). The Top 5 Reasons for Using Manipulatives in the Classroom. Retrieved from https://tljconsultinggroup.com/the-top-5-reasons-for-using-manipulatives-in-the-classroom/
Research on the Benefits of Manipulatives. (n.d.). Retrieved from https://www.hand2mind.com/pdf/learning_place/research_math_manips.pdf
Sibiya, Mandlenkosi Richard. (2019). THE EFFECT OF GEOBOARD USE ON LEARNERS’ MOTIVATION FOR LEARNING OF GEOMETRY THEOREMS. Retrieved from https://www.researchgate.net/publication/333939750_THE_EFFECT_OF_GEOBOARD_USE_ON_LEARNERSa_MOTIVATION_FOR_LEARNING_OF_GEOMETRY_THEOREMS
Woronko,Pam.(9 January, 2018).Montessori Mathematics: Geometry. Retrieved from https://www.hand2mind.com/pdf/learning_place/research_math_manips.pdf
By: Karashiela O. Banzon |Teacher I Mathematics Department |Bataan National High School City of Balanga
