Even a smart mathematics major graduate would find it hard to relay information about geometry to the students due to the fact that the subject requires complete participation and interaction between parties. Geometry does not dwell on the acceptance of axiomatic principles nor mathematical functions – it must be understood, practiced and applied. This is probably the reason why teaching high school geometry is considered to be a challenging task.
To understand better how to teach geometry effectively, a teacher must understand and recognize some of the possible difficulties that students may face in this subject. The subject is primarily demanding because it does not require students to solve a particular mathematical function only, the subject ultimately requires them to analyze the problem first before they could finally figure it out.
Much of the confusion of the subject rests on the idea that there are too many principles, theorems, axioms and laws that have to be familiarized. Teachers must establish a particular foundation of mathematical understanding by teaching students the concepts so that they can successfully understand them. Only through familiarization and thorough understanding of these principles and laws can help the students use and apply them to any mathematical functions, depending on the specific lessons or geometric subtopics.
The coverage of geometry is also wide ranging and too broad that any student may find dealing with this subject tedious and excruciating. From figures and shapes, quadrilaterals and similar polygons, radiants and circles, triangles and angles – there’s more to just recognizing their properties and solving related mathematical functions.
Even more complicated and difficult about geometry is proving theorems and constructing statements. This is the philosophical part of geometry where critical thinking, deductive reasoning and mathematical analysis are employed. As a geometry teacher, you have to develop and enhance such skills in students as they can be crucial to the development of their own mathematical understanding.