Meaningful Learning; Geometry

Meaningful geometry

By DR CHEW CHENG MENG

The way we teach and learn geometry has to change for it to have any use beyond merely passing exams.

The study of geometry is important, as it is recognised as a basic skill in mathematics – for several reasons.Geometric models are frequently used to help students understand basic mathematical concepts. The number line, for example, is helpful to illustrate various number concepts and operations.

Geometry is a foundation for study in such fields as physics, chemistry, biology, architecture, engineering, geology and astronomy. Geometric skills are also essential in art, design, graphics, animation, as well as in various aspects of construction work. 

It has important applications to real-life problems. Many practical experiences involve problem-solving situations that require an understanding of geometric concepts and skills, such as making frames, planning a garden and arranging a living room. In addition, Geometric concepts, such as points, line segments, curves and grids, are necessary for basic map reading skills.

Geometry allows development of spatial visualisation which is an extremely important skill for success in mathematics and the sciences.

It helps students to understand and appreciate the world they live in.

Recognition of geometry as a basic skill in mathematics has resulted in an increased emphasis on geometry in the revised mathematics curriculum by the Education Ministry.

Geometric concepts of two- and three-dimensional shapes are formally introduced as early as Year One.

Teacher-centred instructions are sadly, still being practised in a typical geometry lessons in our country. Mathematics teachers are generally inclined to use traditional whole-class teaching strategies and to dominate classroom interaction between students and teacher. Teachers still use the textbook and blackboard, give lectures to students, place emphasis on homework and usually show students how to solve geometry problems in the classroom.

Little opportunity is provided for students to think and reason about geometric ideas.

Perhaps the biggest blunder of all, which hangs like an axe over teachers’ heads, is teaching towards exams and this fear of making sure students make as few mistakes as possible, even during the learning phase. Educational psychologists know that making mistakes during exposure to new learning material is probably the best way to learn. But in Malaysia, we guide students and prevent early self-exploration. In the past two decades, there have been many recommendations put forth for improving teaching and learning of geometry in the mathematics education literature.

One recommendation is the need for mathematics teachers and researchers to develop phase-based instructional activities and implement those activities in the classroom setting. 

Most importanly, we need to stop teaching towards exams!

> Dr Chew is a senior lecturer at the School of Educational Studies, Universiti Sains Malaysia. Through this fortnightly column and the ENGAGE Programme – Education for Sustainable Global Futures – USM has started, he and his colleagues hope to help transform the landscapes of Malaysian schooling and higher education systems. 

(Source : http://thestar.com.my/education/)