Investigating difficulties faced by grade 1 to 6 students while learning geometry based on the Lebanese curriculum's objectives and content. (c2013)

Abstract

Geometry is an important aspect of one’s everyday life. As such it is crucial for young learners to study, understand and apply geometry during their academic years. Yet, time and again, young learners complain that geometry is difficult. This research investigates difficulties faced by grade 1 to 6 students while learning geometry based on the Lebanese curriculum’s objectives and content. The study spans two academic years during which the geometric knowledge and skills of students from grade 1 to 6 are investigated through a series of tests, observations and interviews. The first test took place at the end of the first academic year. The test consisted of knowledge and application level exercises based on the objectives provided by the Lebanese geometry curriculum. The second test takes place at the beginning of the following academic year. It is parallel and equivalent to the first test, content wise. The aim is to study how maturity influences some skills, and how much students can retain after some time has passed. The third test is based on performance and objective based tasks which also took place at the beginning of the second academic year, but after the second test. It involves problem solving, as well as procedural exercises. During the third test students are closely observed and interviewed while detailed notes are taken about their behaviors and responses. As a result of this study, it becomes obvious that some of the students’ major difficulties with understanding and applying geometry, as well as some of the sources for such difficulties are based on their inability to conceptualize, recall terminology, recall properties, recall procedures, recognize, coordinate their visual motor skills, and use geometric tools. Yet since these difficulties are mostly based on knowing (the first cognitive domain of TIMSS), a deeper look shows that the problem starts with the poor distribution of objectives across the years, their inconsistency with the cognitive development of the students at each grade level, and the insufficient time allocated to geometry in the elementary classes.