Education mathematics PDF

EDUCATION MATHEMATICS
[Author Name(s), First M. Last, Omit Titles and Degrees]
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Contents
Introduction......................................................................................................................................2
Discussion Topic 1: Potential for enriching understandings of Measurement and Geometry........2
• How can you build children's understanding of measurement and geometry through these play
experiences?.....................................................................................................................................4
Share and explain the mathematical concepts these situations offer...........................................4
Discussion Topic 2: Time................................................................................................................5
• Consider the following statement: Time should not be introduced to children before they
are six years old........................................................................................................................5
Portfolio Task 7: Concrete Materials...............................................................................................7
Portfolio Task 8: Transformations: Translation, Reflection, and Rotation.....................................8

Transformation.........................................................................................................................8
Rotation....................................................................................................................................9
Reflection.................................................................................................................................9
Translation..............................................................................................................................10
REFERENCES..............................................................................................................................11
Introduction
At the level of thinking about the parts, the preschoolers can effectively match the shapes that
have different orientations. Children can learn to check if the pairs of the 2-D shapes are really
congruent by using the motions of the geometry intuitively. The child can learn to effectively
predict the effects of the motion of geometry hence assisting in the laying of the foundation of

the thinking that relates to other parts. Children can also be able to cover a piece of rectangular
space using squares and consequently present these tilling using very simple drawings.
Discussion Topic 1: Potential for enriching understandings of Measurement and Geometry
Geometry basically refers to the grasping of the space. Considering that it is about the education
of the kids, geometry will refer to the concept of grasping the space that the child moves,
breathes and lives. It is that space which the child must practice to know, conquer and explore so
as to breath, live and properly move in it. Most of the young children are capable of matching the
shapes implicitly as they play (Lehrer & Chazan 2012). Working at the level of the visual
concept or what is considered holistic stage, they can provide a proper description of all sorts of
pictures of the objects. This is done while explicitly using shapes in the recognition process. In
this process, the student learns to name the shapes especially those in the 3-D. Although most of
the culture indicates familiarity that begins with the symmetric circle all the way to the
prototypes of the triangles,3-D figures are very much familiar.
Figure 1: Student arranging various cubes to achieve specific height and volume (Lehrer &
Chazan 2012).