Uşak Üniversitesi Eğitim Araştırmaları Dergisi

Öz

Learning basic geometric shapes in the preschool period begins with the stages of noticing the shapes and learning their names. As children progress in the development process, they can also see the similarities and differences between shapes. Children need to learn shapes with games and concrete materials in order to be able to establish relationships between shapes and perform more complex geometry operations in the later stages. One of the tools that support the acquisition of geometric shapes is the geometry board. In the current study, the processes of children’s recognizing and forming different types of triangle, square and rectangular shapes (with different position, aspect ratio and skewness) on the geometry board were examined. Individual interviews were conducted with 24 children attending kindergarten. While the children were following the instructions given on the geometry board, observations were made and these observation notes recorded in the evaluation form were evaluated through descriptive analysis. According to the findings, children recognize these shapes and mostly use the concepts of “side-angle” when explaining their properties. It was observed that while forming the shapes on the board, they tended to form the most well-known forms of these shapes. Materials such as geometry boards are thought to be important for children for hands-on learning on a concrete material without memorizing basic geometric shapes and their properties