Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpe

[摘要] ENGLISH ABSTRACT: The study of three-dimensional boxes is widely regarded as a suitable topic for entry-levelgeometry. In order to inform teaching and curriculum design this study takes children's intuitiveknowledge of boxes as point of departure to research the following aspects:• the meaning children assign to boxes• children's ability to create and manipulate mental images• children's strategies to solve a three dimensional construction problem• possible age and gender differences• the role of measurement• possible links with Van Hiele's thought levelsRevised clinical interviews were conducted with groups of six to ten children. Each child couldselect an object from a set provided by the researcher and had to build a box from cardboard intowhich the object could fit. The problem-solving processes were captured on video. The children'sboxes, verbal utterences and overt manipulation of the materials as well as the empirical referentobjects were analised. The researcher made use of grounded theory procedure to analise andcategorise the data.The research indicates that young children are not necessarily aware of the shape and structuralproperties of three-dimensional boxes. It is also evident that children's ability to representproperties of shape of boxes through language, drawing and hand movements does not necessarilyindicate adequate understanding of the structural properties of boxes to enable them to build a boxfrom two-dimensional materials. The research further indicates that aspects of representation thatare judged to be based on lack of knowledge of conventions in a medium such as drawing, mayhave deeper intuitive and conceptual roots. An alternative view of childrens spatial/geometricthought on VanHiele level 0 is described based on their assignment of meaning to geometrictasks.

[发布机构] Stellenbosch University