This module’s case studies provided a variety of insights on how children perceived shapes and especially angles. I never realized how something that I find so simple like an angle could be such a challenge for a child. In previous modules we spoke about how teaching children without definitions is a better method. However, I believe teaching children the definition of an angle will further help their understanding in this case. Angle is defined as a figure formed as two lines come together at a common point. This definition gives a clear-cut idea of what an angle should look like. Furthermore, in my classroom I would provide students with ample opportunities to see angles work in real life to stray the misconception of a slanting line or object.
******* Which case study did you find most interesting? How did it help you understand children’s misconceptions?
How wedge you teach the angle concept?
In the very beginning of this article I was encouraged by the idea of inquiry as a mean for teaching angles. I think that this method would be very appropriate to help children steer away from misconceptions. Children often need to see concepts such as angles work hands on to process their meaning. I also think the idea of folding a circle multiple times to create angles is also a way for students to see angles first hand. The article provided a decreasing angle made from a circle to show students that essentially angles are measured from one line meeting another. Building upon children’s prior thoughts is essential to helping them understand angles.
***** What methods do you see best fit for teaching angles?