Summary
This article focuses on using the paint software on computers to teach polygons to students. Teachers formed a teach/study group to determine how students see and interpret polygons. Together, they created a group of lessons that help students understand geometric shapes and their differences. Fifth graders are introduced to the lessons by being asked, “What is a polygon.” Surprisingly, this had many fifth graders stumped and they needed more background to answer the question accurately. Teachers discovered that students were confused because of the definitions for polygons given to them. They tend to be too simple or too complex. To help with confusion, teachers introduced the polygons to a different class using the paint photo editing software on most computers. They created polygons and non polygons and asked students what would happen if they filled in each shape. Students were more able to visualize this method and determined what a true polygon was. With this software students can gain more knowledge on geometric concepts.
Application
This is a great idea to adapt to any classroom. It is a well thought out hands on approach that would be beneficially teaching many mathematic concepts, not just polygons. This method could be used to teach angles and parallel lines as well. In my classroom, I would definitely use this as a method of teaching polygons. It is visually appealing to students and helps them get involved. By putting the paint “into” the polygon students can realistically see if the paint makes it a polygon or not. This could also be used as an assessment tool to see where student’s level of understanding is about polygons. Although the paint tool is a very old program, some schools may not be able to afford much more and it is convenient since it does not require the internet. Paint is a simple tool which will also be beneficially for students when learning how to navigate through it.
Edwards, M, & Harper, S. (2010). Paint bucket polygons. Teaching Children Mathematics, 16(7), Retrieved from http://www.nctm.org/eresources/view_media.asp?article_id=9163
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