Math Reflection: Analyzing Geometry and Measurement in K12

This homework assignment delves into key concepts in K12 mathematics, specifically focusing on geometry, measurement, and numeracy. The assignment analyzes articles discussing young children's understanding of geometric shapes, measurement techniques, and the development of mathematical reasoning. It examines how children perceive and learn about shapes at different developmental stages, the importance of problem-based learning, and the role of teachers in facilitating mathematical discussions and investigations. The reflection also emphasizes the significance of numeracy and encourages the use of mathematical reasoning to solve real-world problems, such as estimating the height of a tree. The assignment highlights the importance of early geometry instruction and the application of various measurement techniques, including proportional reasoning and properties of triangles. The analysis also includes the importance of explaining and justifying mathematical ideas in the classroom setting, and how teachers can encourage student participation and understanding of mathematical concepts. Finally, the assignment underscores the need for teachers to understand students' learning backgrounds to effectively teach them and promote successful learning outcomes.

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MATHS REFLECTION WRITING
Name of Student
Institution Affiliation

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Clements, Douglas H; Sarama, Julie. Teaching Children Mathematics; Reston
Vol. 6, Iss. 8, (Apr 2000): 482.
Geometry is discussed in in detail in this article. The author has discussed the concept of
geometry by explaining how young children learn about the basic geometric shapes. CITATION
Cle00 \l 1033 (Clements, H, Sarama, & Juli, 2000). Children at different levels perceive and the
geometric shapes in different ways. At different levels children have many ideas about
different geometric shapes but they cannot give details on each and of them hence making it
difficult for them to clearly distinguish them. For example it is very easy for the children to
identify circles but children who are younger than six years cannot be able to distinguish
between the circles and ellipses although they have an idea about circles. The author
concludes by recommending that the geometry instruction should be started at early stages of
development, to enable people distinguish the shapes without any challenge.
Natalie Brown, Jane Watson, Suzie Wright and Jane Skalicky: Estimating the height of a
tree.
The concept of measurement is clearly presented in this article. The author discusses a scenario
whereby learners were taken outside to explore different techniques that can be used to
estimate the height of a tree. The students were required to determine the height of a tree or
any object which they cannot be able to measure directly, This required the students to
make application of their ‘‘power of mathematical reasoning’’. This necessitated the author to
review different measurement techniques such as properties of triangles, proportional reasoning
and ratio. The main aim of this article is to encourage teachers to enscourage their students to
carry out meaningful investigations which will make the learners to learn different techniques

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of measuring objects which they cannot to measure directly CITATION Nat12 \l 1033 (Brown,
Watson, Wright, & Skalicky, 2012).
References
Brown, N., Watson, J., Wright, S., & Skalicky, J. (2012). A Primary Classroom Inquiry .
London: CRC.
Clements, H, D., Sarama, & Juli. (2000). Young children's ideas about geometric shapes.
London: Reston Publishers.