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The study examines teacher-training students’ understanding of how geometric content connects to real-world objects by revealing gaps through photo-based identification of plane and solid shapes.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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main aims of geometric education for future elementary teachers?","Question",{"text":62,"@type":63},"The text highlights developing geometric experience, spatial representation, spatial visualization, spatial reasoning, and the ability to describe figures using appropriate geometric terminology.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which Van Hiele levels are emphasized in primary school according to the document?",{"text":67,"@type":63},"Primary school focuses on Van Hiele level 1 (recognizing figures) and level 2 (analyzing figures), along with laying the foundation for basic geometric terms.",{"name":69,"@type":60,"acceptedAnswer":70},"How was the study conducted to assess students’ geometric knowledge?",{"text":71,"@type":63},"A total of 115 participants identified two-dimensional and three-dimensional figures using 12 photos of real three-dimensional objects, with attention to terminology accuracy, frequency, variation, and analysis of 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\nAbstract: Geometric experience, spatial representation, spatial visualization, understanding the world around us, and developing the ability of spatial reasoning are fundamental aims in the teaching of mathematics. (Freudenthal, 1972) Learning is a process which involves advancing from level to level. In primary school the focus is on the first two levels of the Van Hiele model (level 1. recognizing figures; level 2. analysing figures); on laying the foundation of basic terms in geometry.  \nThe aim of the research is to investigate the knowledge of teacher training students in the area of association and relationship building between geometric content and real life objects (e.g. buildings, sculptures, fountains); to provide means for revealing and studying some components of the students’geometric knowledge and point out any lacuna, as well as facilitate the completion of existing lacunas.  \nThe participants involved in this research (N=115) had to identify two-dimensional and threedimensional figures on the basis of 12 photos of real three-dimensional objects (selection criteria: a multitude of shapes and figures) . We have focused on the accuracy, frequency and variation of terminology in students’ answers, as well as on analysing mistakes. (Pjanic & Nesimovic, 2015)  \nKey words: mathematics education, geometric shape, plane figure, solid, spatial visualization.  \n1. Introduction  \n'Spatial sense can be described as the ability to understand the outside world'. (Freudenthal, 1972)  \nOne of the tasks of teaching mathematics is developing students' spatial ability or spatial reasoning. The association of a geometrical content with real situations and objects is recommended for the realization of this task.  \nThe curriculum should include developing spatial visualization, spatial reasoning, and the ability to recognize figures in different settings. Pupils should be able to accurately describe figures, shapes, and the properties of these, using appropriate geometric terms. (Szilágyiné, 2013) .  \nAccording to the Van Hiele theory the development of geometric thinking and knowledge gaining is a process which involves several stages. A number of studies were carried out during the 80s to prove this theory. (Mayberry, 1983; Fuys – Geddes – Tischler, 1988; Burger – Shaughnessy, 1986; Usiskin, 1982)  \nThus, competencies related to spatial thinking, spatial visualization abilities, the ability to recognize geometric shapes met in different environments, and the ability to describe these shapes using geometric terminology should be found among the competencies of the teachers. (Herendiné, 2003)  \nThe aim of this paper was to analyze the responses of 115 students of Primary School and Kindergarten Teacher Training College students (at Partium Christian University, Oradea ,  \nNyíregyháza University and Babes- Bolyai University, Satu-Mare) in an activity of identifying geometric shapes using 12 photos of real objects. We have focused on the accuracy, frequency and variation of terminology in students’ answers, as well as on analysing mistakes. (Pjanic-Nesimovic, 2015)  \n2. Kindergarten and elementary school experience gaining in geometry  \nThe Mathematics curriculum for primary education states that students should be able to distinguish geometrical solids from geometrical plane figures, to recognize and distinguish geometrical solids: sphere, cube, cuboid, cylinder, pyramid and cone, to recognize and distinguish geometrical plane figures: circle, square, rectangle and triangle, as well as to describe features of aforementioned geometric shapes. Students should be able to recognize and distinguish shapes in their environment.  \nIdentifying geometric shapes among objects in the environment is the students ’ first step in the process of describing and organizing their own environment.  \nThe development of geometric thinking and knowledge gaining is","cbCaio25FOttNfh6","https://ap.wps.com/l/cbCaio25FOttNfh6","pdf",721187,"English","# Introduction\n## Kindergarten and elementary school experience gaining in geometry","[{\"question\":\"What are the main aims of geometric education for future elementary teachers?\",\"answer\":\"The text highlights developing geometric experience, spatial representation, spatial visualization, spatial reasoning, and the ability to describe figures using appropriate geometric terminology.\"},{\"question\":\"Which Van Hiele levels are emphasized in primary school according to the document?\",\"answer\":\"Primary school focuses on Van Hiele level 1 (recognizing figures) and level 2 (analyzing figures), along with laying the foundation for basic geometric terms.\"},{\"question\":\"How was the study conducted to assess students’ geometric knowledge?\",\"answer\":\"A total of 115 participants identified two-dimensional and three-dimensional figures using 12 photos of real three-dimensional objects, with attention to terminology accuracy, frequency, variation, and analysis of mistakes.\"}]","SOME COMPONENTS OF GEOMETRIC KNOWLEDGE OF FUTURE ELEMENTARY SCHOOLTEACHERS - paper | PDF",1792065745,25]