School teachers perspectives of teaching geometry Shapes and Spaces to students

School teachers perspectives of teaching geometry Shapes and Spaces to students

Geometry is one of the basic skills to be mastered in Malaysian Mathematics education. However, there is not much information or study on elementary geometry attainment in Malaysia. Therefore, this study aims to review teachers’ perspectives on teaching and learning of the geometry topic `Shapes and Spaces’ at primary level. Ten questions such as “How are the students’ performance in learning `Shapes and Spaces’?”; “How do you teach rectangle and square?” were asked and the responses were used to analyze teachers’ teaching and learning experiences. CBSE School in Kumbakonam

This study utilized a qualitative method known as `phenomenology’ and the sample consists of four Malaysian public school teachers. The data were collected by conducting face-to-face semi structured interviews. Findings of this phenomenological study showed that teachers faced difficulties in teaching the skills and knowledge in `Shapes and Spaces’. Primary mathematics syllabus had evolved to Standard Curriculum for Primary School (KSSR) based on the Malaysia Education Blueprint but teachers seemed unfamiliar with the syllabus especially on the topic of `Shapes and Spaces’. This theory had been cited by researchers worldwide in the learning of geometry but the teachers did not seem to have any idea about the theory. Therefore, refresher course on the geometry theory for Malaysian educators becomes important in order to increase the geometry attainment especially at primary level.

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In this method Past’ is a visual summary and testing aid presented for a learner to review and work with quizzes that promote active learning and self-assessment, allowing them to pace their study and focus on chapters they need help with. The design is approached in a five step process: Preprocessing of the input text, creation of a textual summary, i.e., is to obtain a textual summary of the facts presented amidst copious amounts of text in various chapters of the prescribed books, followed by the creation of a visual summary of the timeline of the important dates and all the important facts associated with the various dates, the fourth step involves creating visual maps to associate events and dates with locations in relation to present day geometry boundaries and finally, the design of a game that retrieves questions from the summaries at random and keeps track of a student’s score, reinforcing the material the student knows and helping them review more thoroughly portions they need help with.

Raw text from history text books for classes 8-10 are collected in a flat file. We have focussed on the CBSE syllabus as it caters to students across the country, vis-a-vis the syllabus for various State Board examinations. Pre-processing involves eliminating figures (pictures), a general introduction (such as a dialogue between friends or parents and children, etc., that form a prelude to a chapter), exercises at the end of the lesson, etc., that do not comprise the discourse. This step renders the text suitable for extraction of facts and figures.

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