Geometry is everywhere. Just look around us: the rectangular windows, the circles on the clock, the triangles on the road signs.... So why wait to teach geometry when they are older, when they can discover it by playing, touching and experimenting?
In Primary Education, geometry should not be limited to children memorizing names like “square”, “circle” or “pentagon”. Real learning occurs when students manipulate, compare, construct, draw, reason, move shapes, and ask “what if” questions.
Geometry fosters spatial thinking, orientation and logical reasoning, skills that go far beyond mathematics. They are tools for getting along in the real world, solving problems and understanding the environment.
Studies such as Van Hiele's have shown that children develop their geometric thinking in phases, and that early teaching, rich in concrete and visual experiences, allows them to make deeper and more meaningful progress in their mathematical understanding.
Furthermore, working with geometry stimulates visual and spatial intelligence, develops mathematical language (above, below, near, vertex, side...), reinforces fine motor skills (drawing, building, cutting) and improves the ability to mentally represent objects and transform them.
In appart, geometry is not taught “by itself”. Through it, we can work on the key competencies included in the LOMLOE:
-Mathematical competence and in science and technology (STEM): by reasoning about figures, measuring, observing patterns.
-Linguistic communication competence: describing shapes, explaining relationships, justifying with arguments.
-Personal, social and learning to learn competence: by working in groups with manipulative materials and discovering rules on their own.
-Cultural awareness and expression: when exploring geometric art or symmetries in the natural and artistic environment.
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