Development of the concept of geometric shapes in early and pre-school education

Područje matematike koje sadržava oblik, veličinu, položaj, smjer i kretnje naziva se geometrija. Nadalje, ona klasificira i opisuje fizički svijet u kojem živimo. Krajem 1950-ih, dva učitelja nizozemske škole, Dina van Hiele-Geldof i njezin suprug, Pierre M. van Hiele, osmislili su model geometrijske misli kako bi pomogli učenicima da nauče geometriju. Postoji pet razina van Hieleove geometrijske misli: vizualizacija, analiza, apstrakcija, dedukcija i strogost. Svaka razina koristi oblike i opisuje proces razmišljanja koji se koriste u kontekstima geometrije. Razvoj geometrijskih koncepata, odvija se u razvojnim nizovima, u kojima djeca najprije počinju razlikovati objekte na temelju topoloških karakteristika, a tek kasnije na temelju Euklidovih aksioma. Dijete ove dobi može usvojiti činjenice, prepoznavati imena i oblike imena, ali nije sposobno shvatiti odnose i veze između oblika, niti može dublje razumjeti same geometrijske pojmove.Geometry is a field of mathematics which deals with shape, size, position, direction and movement. It classifies and desribes the physical world we live in. In the late 1950s, two Dutch school teachers, Dina van Hiele-Geldof and her husband, Pierre M. van Hiele, devised a model of geometric thought to help students learn geometry. There are five levels beyond Hiele's geometric thought: visualization, analysis, abstraction, deduction, and severity. Every level uses shapes and describes the process of thinking used in the context of geometry. The development of geometric concepts takes place in developmental sequences, in which children first begin to distinguish objects based on topological characteristics and later on, based on Euclid's axioms. A child of this age can adopt facts, recognize names and forms of names, but is not capable of understanding relationships and connections between forms, nor can understand geometric concepts more deeply