# Misconception of geometry

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Misconception of geometry

## 4. Language

### 4.1. Introduce students to new terms in geometry and maths

4.1.1. associate new terms with ungraded diagram / representation / symbols.

## 5. A regular shapes is one that is common

### 5.3. Van Hiele

5.3.1. Atebe, H. U., & Schäfer, M. (2008). “As soon as the four sides are all equal, then the angles must be 90° each”. Children’s misconceptions in geometry. African Journal of Research in Mathematics, 12(2), 47–66. https://doi.org/10.1080/10288457.2008.10740634 Misconceptions in geometry. (n.d.). Retrieved May 11, 2018, from https://geometrymodule.wikispaces.com/file/view/Misconceptions.pdf

5.3.2. Best framework for studying, teaching and learning geometry

5.3.3. Unravels and enables exploration into why many students experience difficulty in their geometry courses

### 5.4. The diagonal of a square is the same length as its side

5.4.1. When observing the diagonals of a square, they ‘look’ like the same length of each of the sides

### 5.6. Using a protractor

5.6.1. place the protractor on the point where the perpendicular lines intersect

5.6.1.1. use concrete materials --drawing on aboard

## 6. De Villiers

### 6.1. Partition Classification

6.1.1. various subsets of concepts are considered to be disjoint from one another

### 6.2. Hierarchical Classification

6.2.1. Classification of a set of concepts in such a manner that the more particular concepts form subsets of the more general concepts

6.2.1.1. More economical (contains only necessary and sufficient properties, it leads to more economical definitions of concepts and formulation of theories)

## 10. Shape properties

### 10.3. Orientation and Rotation of Shapes

10.3.1. Common shapes are not recognised unless they are upright or in their usual orientation.

10.3.2. mentally rotating objects (or physically rotating your head to look at them) in order to perceive them more clearly.

## 13. How do we address it?

### 13.1. analyze faulty interaction between the pupils‟ extant ideas and the new concept

13.1.1. a teacher can get pupils to explain how they came to their answers or rules

## 14. Identifying the Base and Height of a Triangle

### 14.2. examine different types of triangles with varying orientation

14.2.1. emphasize on their relationship of being perpendicular to each other.