Tahap polya

 Merumuskan
 Menentukan
 Merangkum

Indikator pemeahan masalah

1. Merumuskan
2. mempekerjakan
3. menafsirkan
Geometry The geometric and spatial knowledge children bring to school should be expanded by
explorations, investigations, and discussions of shapes and structures in the classroom. Students
should use their notions of geometric ideas to become more proficient in describing, representing,
and navigating their environment. They should learn to represent twoand three-dimensional shapes
through drawings, block constructions, dramatizations, and words. They should explore shapes by
decomposing them and creating new ones. Their knowledge of direction and position should be
refined through the use of spoken language to locate objects by giving and following multistep
directions. Geometry offers students an aspect of mathematical thinking that is different from, but
connected to, the world of numbers. As students become familiar with shape, structure, location,
and transformations and as they develop spatial reasoning, they lay the foundation for
understanding not only their spatial world but also other topics in mathematics and in art, science,
and social studies. Some students’ capabilities with geometric and spatial concepts exceed their
numerical skills. Building on these strengths fosters enthusiasm for mathematics and provides a
context in which to develop number and other mathematical concepts (Razel and Eylon 1991).
Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop
mathematical arguments about geometric relationships Children begin forming concepts of shape
long before formal schooling. The primary grades are an ideal time to help them refine and extend
their understandings. Students first learn to recognize a shape by its appearance as a whole (van
Hiele 1986) or through qualities such as “pointiness” (Lehrer, Jenkins, and Osana 1998). They may
believe that a given figure is a rectangle because “it looks like a door.” Pre-K–2 geometry begins with
describing and naming shapes. Young students begin by using their own vocabulary to describe
objects, talking about how they are alike and how they are different. Teachers must help students
gradually incorporate conventional terminology into their descriptions of two- and three-
dimensional shapes. However, terminology itself should not be the focus of the pre-K–2 geometry
program. The goal is that early experiences with geometry lay the foundation for more-formal
geometry in later grades. Using terminology to focus attention and to clarify ideas during discussions
can help students build that foundation. Teachers must provide materials and structure the
environment appropriately to encourage students to explore shapes and their attributes. For
example, young students can compare and sort building blocks as they put them away on shelves,
identifying their similarities and differences. They can use commonly available materials such as
cereal boxes to explore attributes of shapes or folded paper to investigate symmetry and
congruence. Students can create shapes on geoboards or dot paper and represent them in drawings,
block constructions, and dramatizations.

tudents need to see many examples of shapes that correspond to the same geometrical concept as
well as a variety of shapes that are nonexamples of the concept. For example, teachers must ensure
that students see collections of triangles in different positions and with different sizes of angles (see
fig. 4.12) and shapes that have a resemblance to triangles (see fig. 4.13) but are not triangles.
Through class discussions of such examples and nonexamples, geometric concepts are developed
and refined. 98 Principles and Standards for School Mathematics Representation | Connections |
Communication | Reasoning & Proof | Problem Solving | Data Analysis & Probability | Measurement
| Geometry | Algebra | Number & Operations Fig. 4.12. Examples of triangles Fig. 4.13. Examples of
nontriangles Fig. 4.14. Two triangles can be combined to make different shapes. Students also learn
about geometric properties by combining or cutting apart shapes to form new shapes. For example,
second-grade students can be challenged to find and record all the different shapes that can be
created with the two triangles shown in figure 4.14. Interactive computer programs provide a rich
environment for activities in which students put together or take apart (compose and decompose)
shapes. Technology can help all students understand mathematics, and interactive computer
programs may give students with special instructional needs access to mathematics they might not
otherwise experience. Specify locations and describe spatial relationships using coordinate geometry
and other representational systems Four types of mathematical questions regarding navigation and
maps can help students develop a variety of spatial understandings: direction (which way?), distance
(how far?), location (where?), and representation (what objects?). In answering these questions,
students need to develop a variety of skills that relate to direction, distance, and position in space.
Students develop the ability to navigate first by noticing landmarks, then by building knowledge of a
route (a connected series of landmarks), and finally by putting many routes and locations into a kind
of mental map (Clements 1999b). Teachers should extend young students’ knowledge of relative
position in space through conversations, demonstrations, and stories. When students act out the
story of the three billy goats and illustrate over and