Geometry learning in the early years: Developing understanding of shapes and space with a focus on visualization

Abstract

In this chapter, we address children’s geometry learning in the early years with a focus on visualization. We start the chapter with some background information about visualization in mathematics and geometry and its relationship with language and gestures paying special attention to the early years. The next parts of the chapter aim to give insight into how young children solve geometrical activities with emphasis on the uses of visualization in developing understanding of space and shape concepts. In particular, we discuss three different research approaches which investigated young children’s development of geometrical thinking when dealing with shapes’ transformations, imaginary perspective taking, and space and shape aspects with the use of gestural and verbal acts. Finally, in light of the above, a number of conclusions are drawn about the multiple qualities and uses of visualization in the development of the understanding of shapes and space and the diverse factors that may intervene in early geometry learning which involves the use of visualization.