أخطاء تلاميذ المرحلة الابتدائية في المفاهيم الهندسية و مدى وعي معلميهم بها

Abstract EN

The study aimed to diagnose and examine elementary students’ mistakes when learning geometric concepts and the extent of their teachers’ awareness in such concepts.

The study sample consisted of (400) students in grades (3 – 5) and a sample of fifty teachers who taught these grades.

The study results revealed that elementary stage students made various mistakes regarding the geometric concepts such as: parallelogram, trapezoid, rhombus, reflection, rotation, translation, symmetry, and triangle.

The study also spotlighted elementary stage teachers’ lack of awareness of geometric mistakes made by their students.

The main reasons of students’ mistakes in learning geometric concepts were: the teachers’ bad presentation when introducing the lesson; the inability of teachers in putting suitable teaching plan to teach geometric concepts; inability in acquiring the analytical skills of geometric concept into its components; incapability of using various strategies in teaching geometric concepts; incapacity in using assessment methodologies and behaviors when evaluating students’ achievement in geometric concepts; inability in having skills of asking probing questions when teaching geometric concepts, impotence in revealing students’ geometric concepts mistakes and incompetency in using geometric communication language when teaching geometric concepts.

The study introduced a suggestive perception to help elementary stage teachers correct their students’ geometric mistakes.