Students’ understanding of geometric vocabulary and terminology is still an area of concern when teaching and learning geometry. The chapter addresses the benefits of integrating mathematics dictionary and polygon pieces into the teaching and learning in order for students to be proficient in geometry. However, there is little evidence in the literature regarding teachers’ integration of mathematics dictionary and polygon pieces in the teaching and learning of geometry with an aim to support students’ geometrical vocabulary and terminology. Consequently, the aim of the chapter is to provide an overview of how the integration of mathematics dictionary into the teaching and learning can be promoted. Also it provides the empirical and theoretical evidence of how mathematics dictionary influences students’ understandings of geometrical vocabulary and terminology. The uses of mathematics dictionary and polygon pieces modify how learners learn, from passive to hands-on, and promote visualisation, respectively. The chapter recommends that mathematics teachers integrate mathematics dictionary and polygon pieces into the teaching and learning of geometry to all students to promote independent learning.
Part of the book: Metacognition in Learning
In South Africa, the debate on the Language of Teaching and Learning of mathematics in Grade R has been underway. Amid the robust debate on the teaching of mathematics in home language, the students have no voice. This paper explored the language that Grade R students use to navigate mathematics space to achieve the policy’s envisaged outcomes. The theoretical premise for the study is based on Vygotsky’s theory of social constructivism. The qualitative approach guided by the case study design of Grade R 8 students were employed in the study. It is anticipated that this paper provides valuable insights into the understanding of the Grade R students’ acquisition of mathematical language and contributes to the increased awareness in the field of Grade R mathematics teaching to achieve active learning. The findings revealed that (i) students failed to establish that the number of objects does change with the changed arrangement of the same number of objects and (ii) students were able to understand questions asked in their home language, yet their responses were in English.
Part of the book: Active Learning