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Topology

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€30.00

€24.39 ex. VAT

CONTENTS

- 50 MODEL-PHOTOGRAPHS of 19.5 x 13.5 cm (25 cards printed on both sides)

- 14 GEOMETRICAL FOAM SHAPES: 2 red cubes, 2 quadrangular red pyramids, 2 rectangular red prisms, 2 blue cylinders, 2 triangular blue prisms, 2 yellow cones and 2 yellow spheres. - 15 x 15 cm long rods

- 1 PHOTOCOPIABLE CARD with the outline of the geometric shapes

- Base to support the photographs

PSYCHO-PEDAGOGICAL OBJECTIVES : This material encourages the development of logical-mathematical thinking and spatial structuration by means of handling activities and reproducing the model-photographs. Numerous objectives can be achieved by using this material:

 Establishing a relationship between the two-dimensional example and the real three-dimensional space.

 Developing the perception of regions and limits in space

 Facilitating the learning of spatial concepts: inside-outside, interior-exterior, in front-behind, on top-underneath, nearfar, together-separate, one side-the other side, left-right, around, between, in the middle, etc.

 Encouraging initiation of spatial relationships between objects: proximity-distance, horizontal symmetry, vertical symmetry, vertical, etc.

 Knowledge of particular properties of the objects or figures in terms of their: shape (square, triangular, rectangular, pentagonal, hexagonal), size (large, small), volume (cube, prism, pyramid, sphere, cylinder, cone), colour (red, blue, yellow, green), surface and line (open, closed)

 Undertaking classifications by shape and/or colour.

Suitable for ages 4+

SYSTEM OF PLAY AND RECOMMENDATIONS FOR USE

At these ages, the teaching – learning process of logical and mathematical concepts must be based on the reality of the child’s environment and the handling of something specific, finally ending up as a symbolic representation. The educational process should follow these stages:

1. Experiential: Based on experience and the child’s environment to get to discovery of the concept.

2. Manipulative: Handling the topological material to achieve an interiorisation of the concept through: a) Observation of the model-photograph. Directed by the teacher, who should express the concept that is going to be studied and its relation with the other elements. b) Reproduction of the model-photograph. This should be done by the student with the different geometrical shapes.

3. Graphics: a) Verbalisation by the student in explaining the relationship between the elements. b) Graphic representation of the concept learned on paper. These three steps should be consecutive in time to be able to consolidate what has been learned.

Instructions Included

 

 

Product Code TOP006