Abstract
AbstractChildren's informal and formal learning experiences with geometric shapes currently result in misconceptions that persist into adulthood. Here, we combine research from mathematics education as well as cognitive science pertaining to concepts, categories, and learning strategies to propose a more optimal progression that is better specified and justified than the current standards. To do so, we reframed what constitutes a “simple” shape from perceptual simplicity to simplicity of properties. Our Property‐Based Shape Sequence uses property‐based criteria of what makes shapes “simple” and progresses in a way that affords opportunities for learners to develop hierarchical conceptions of two‐dimensional and three‐dimensional shapes. Our goals are threefold: (1) recommend an optimal, mathematically‐correct shape learning sequence, (2) correct misconceptions that adults and children harbor about shapes, and (3) encourage cross‐disciplinary collaborations between mathematics education and psychology researchers to validate the proposed learning sequence.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
