Nature as geometrical representations

Hello everyone!

In this post I will talk about a theme deeply related with geometry that can offer a great approach for geometrical learning in class: nature.

Teaching geometry must have as maybe the most important basis the fact that it can be found in everything that surrounds us. Just like that, we must remark to our students that it is present even if it was not our purpose, realizing then that even the things that are not human made follow geometrical principles. This way, as non-human made things the first idea that must come to our minds is just one: nature. In both animals and plants geometrical figures can be observed, allowing great representations of geometry that can be used in geometrical learning for children to gain knowledge in a contextualized way. Also, through this kind of contextualization we promote a constant learning and attitude of constant observation of their surroundings, as they constantly are in direct contact with nature so they will unconsciously be relating what the see to what they know. 

Being conscious about the opportunities of studying geometry through nature, I have look up some activities to be implemented in class. The first one is proposed to be conducted outside, kind of a searching game in which teachers give students sheets with things to look for in the space they are. WIth idea, the whole idea of "geometry is everywhere" is highly empowered, as they are able to experience themselves the many ways in which that idea is real. Also, it is done in a very complete for two reasons: the development of several skills and the cross-curricular opportunity it presents. On the one hand, with its realization students can do a collaborative/cooperative task for which they work on respect, consideration and initiative, and develop other type of skills to like visual agility or spatial orientation. On the other hand, this way geometry can be worked on simultaneously with other subjects like Sciences or Physical Education, giving the opportunity of a more significant, simultaneous learning that occupy more areas and give children an insight of how interconnected everything in the world is (in this case, in a geometrical perspective).

The second activity would be a free use of nature elements by children to cause learning. It would be based on curiosity and interest in what surrounds them, creating different experiences each time that enrich the children's development. One thing that could be use for school is that children took photos of nature where geometrical elements can be observed, so that the teacher uses them as an opportunity of learning and dialogue of the whole class, creating an space where ideas are shared and self-experiences are valued. Also, through this photos tasks could be created too in which students have to directly identify and describe the geometrical elements present, causing a complete approach to geometrical capacities and understanding's development in every student of the class. 

That was all for this post. I deeply encourage you to use the world around us to take geometrical teaching a step further and improve your students' learning. See you next time!

Referencias:

https://docplayer.es/59416305-Unidad-didactica-la-presencia-de-la-geometria-en-la-naturaleza-y-en-el-arte-emilia-dominguez-hernandez-clara-eugenia-gutierrez-melero.html