ALTERNATIVE METHODS OF LEARNING THREE-DIMENSIONAL SHAPES IN ELEMENTARY SCHOOL

ABSTRACT

The article emphasizes the importance of studying three-dimensional shapes in elementary school for the development of mathematical thinking and spatial awareness. It discusses alternative methods, including computer programs, games, and modeling. Special attention is given to mathematical games as a means of enhancing interest in the subject and fostering creative thinking.

Keywords: three-dimensional figures, spatial representations, computer programs, interactive games, construction sets, modeling, project design.

The study of three-dimensional shapes in elementary school is an important element of the educational process, contributing to the comprehensive development of children and preparing them for more complex mathematical concepts in the future. Three-dimensional shapes studied in elementary school (cube, rectangular parallelepiped, ball, pyramid, cone, cylinder) help students develop an understanding of geometry and improve their ability to visualize objects.

Three-dimensional shapes play an important role in the development of mathematical thinking and spatial representations in primary school children. Traditional geometry education in elementary school is often limited to flat shapes, but familiarity with three-dimensional objects contributes to a better understanding of the world around them and develops spatial orientation skills. I.V. Podterebkova notes that "it is desirable to develop a child's spatial imagination from childhood, but the most attention should be paid to this issue in elementary school, at the age of 6 up to 11 years old, as it expands the child's cognitive abilities" [3].

In the research of G.V. Danchenko, it is noted that "the main tasks of studying the elements of geometry in elementary grades are: the development of the planar spatial imagination of younger schoolchildren; the refinement and generalization of geometric representations obtained during informal education; the enrichment of geometric representations of younger schoolchildren, the formation of basic geometric concepts (figure, planar and spatial figures, their hierarchical relationship between each other, etc.); preparation for the study of a systematic geometry course in the main school" [1]. These tasks emphasize the importance of including three-dimensional shapes in the educational process, which not only contributes to the expansion of students' knowledge, but also develops their critical thinking. The key point is the application of a variety of teaching methods, such as practical modeling, game technologies and modern digital tools.

The highlighted approaches help to deepen the understanding of the material and form the necessary skills for children to study mathematics later. In addition, students' active participation in the learning process through project work and research assignments allows them to better understand the connection between theoretical concepts and their practical use in everyday life.

In recent years, there has been a tendency to introduce innovative teaching methods aimed at enhancing students' cognitive activity and creating conditions for independent knowledge search. One of them is the use of alternative methods for studying three-dimensional shapes.

Alternative methods of learning three-dimensional shapes in elementary school differ from traditional approaches, which are based on textbooks, workbooks, and teacher explanations. In traditional education, students learn about the characteristics of three-dimensional shapes through reading texts and doing exercises, which can be boring and does not always develop independent thinking. Often, traditional teaching methods do not always develop children's ability to think independently and be creative in solving problems. In contrast, alternative methods offer a variety of pedagogical approaches aimed at deeper and more effective learning of geometric concepts, including interactive and practice-oriented learning methods.

Alternative methods of studying three-dimensional shapes include computer programs, interactive games, construction kits, modeling based on design work, natural materials, mathematical games and competitions. Let's take a closer look at them.

Computer programs and interactive games allow students to visualize three-dimensional shapes and manipulate them in virtual space. Such programs provide an opportunity to see a figure from different angles, change its size and shape, and study its internal structures. This helps children to better understand the properties of three-dimensional objects and develop spatial thinking. An example of such a program is GeoGebra, which allows you to create and explore various geometric objects. V.A. Epifantseva notes: "GeoGebra is a freely distributed system with accessible source code, specially designed as a means of teaching geometry and algebra" [2]. With the help of computer programs and interactive games, it is possible to conduct quizzes on geometric shapes, where children can answer questions about the properties of three-dimensional objects.

Using construction kits (for example, LEGO or K'NEX) is another effective method of studying three-dimensional shapes. Classes with a construction kit allow younger students to independently build three-dimensional shapes and experiment with them. This method stimulates creative thinking and develops fine motor skills. Children can create complex structures by combining various elements, which contributes to a better assimilation of the properties of three-dimensional shapes. Using the constructor, students can assemble various structures and discuss their properties, as well as conduct experiments on their stability.

Modeling and design involves creating models of real objects or abstract structures. Students are encouraged to develop a project related to three–dimensional shapes, such as creating a mock-up of a building or bridge. The work on the project includes the study of the properties of the shapes used, the calculation of sizes and proportions, as well as the evaluation of the results. Project activities develop planning, analysis, and critical thinking skills in younger students.

Use of natural materials (clay, sand and stones) They can also become tools for studying three-dimensional shapes. Clay modeling allows you to create models of real objects or abstract shapes, and experiments with sand and stones help children better understand concepts such as volume and mass. This method develops tactile sensations and imagination.

Math games and competitions are also good alternative methods for learning three-dimensional shapes in elementary school. They stimulate interest in the subject and develop a competitive spirit. For example, contests can be held for the best construction of a certain shape from a construction kit or for the most accurate determination of the volume or surface area of various objects using measuring tools.

Alternative methods of studying three-dimensional shapes in elementary school contribute to the development of mathematical thinking and spatial representations in children. Innovative teaching methods, including the use of computer programs, interactive games, constructors, modeling and design, as well as the use of natural materials and the organization of mathematical games, activate the cognitive activity of students and create conditions for their independent search for knowledge. These methods go beyond the traditional teaching of mathematics, offering more interactive and practice-oriented ways of learning.

Thus, the introduction of alternative teaching methods not only makes the process more exciting for children, but also contributes to a deeper understanding of geometric concepts and the development of necessary skills for future studies in mathematics.

References:

1. Danchenko, G.V. Psychological and pedagogical features of teaching elementary school students the elements of geometry / G. V. Danchenko // Young scientist. – 2016. – № 4 (108). – Pp. 768-771.
2. Epifantseva, V.A. Features of using the geogebra system in the learning process / V. A. Epifantseva // Society: sociology, psychology, pedagogy. – 2020. – No. 12. – URL: https://cyberleninka.ru/article/n/osobennosti-ispolzovaniya-sistemy-geogebra-v-protsesse-obucheniya (date of request: 12/18/2024).
3. Podterebkova, I.V. Formation of spatial imagination in elementary school using additive technologies (through the use of a 3d pen) / I. V. Podterebkova // Young Scientist. – 2021. – № 13 (355). – Pp. 278-281.