| According to van Hiele Model of Thinking in Geometry, | | | | Memorize the theorems, postulates and axioms. Use |
| geometry learning has 5 levels: 0 to 4. The zero (0) | | | | flashcards whenever necessary. |
| level is visual. Objects are reviewed based on | | | | Study the proper usage of a compass, protractors, |
| appearance. First (1) level deals with the analysis of an | | | | squares, calculator, and ruler to create realistic |
| object's properties and components. Second (2) level | | | | diagrams. |
| is the informal logical deduction of the interrelation of | | | | Learning does not take place in a day. It takes |
| properties. The third (3) level is deductive theorem | | | | continuous studying, perseverance and commitment to |
| proving. The fourth (4) level is proving theorems and | | | | master the subject. |
| postulates. | | | | Translate theoretical problems to practical problems to |
| In remote cultures, solving problems in geometry is | | | | better understand. |
| intuitive in their way of life. The Munduruku people for | | | | Children have a lower memory recall. It is better to |
| example have a practical understanding of geometric | | | | teach them geometry through practical methods. |
| laws. For students in civilized places however, they | | | | Show a ball and tell them it is round. Give them a block |
| perceive geometry to be hard. | | | | and make them count the sides. |
| Geometry is simple to understand. Always start with | | | | Create a fun yet educating experience and |
| the basic shape properties in proving theorems and | | | | environment for the students/learners. Incorporate |
| axioms. Here are some tips to help to make geometry | | | | geometry in real life experiences. |
| easier to understand: | | | | Access educational online games when there is idle |
| Understand the problem. Determine what is given and | | | | time. Geometry learning is made fun thru "Quest for |
| what is needed. Master the basic properties of shapes. | | | | Einstein". This game involves calculations and visual |
| Be open-minded. There are many ways to get to the | | | | coordination for problem solving. |
| solution of the problem. Translate the problem with | | | | Solve as many problems as possible for practice. |
| pictures and diagrams as illustration. | | | | |