Tangram in Mathematics for Lower Secondary School

by Jaroslava Brincková, Miroslav Haviar

Pedagogical Faculty, Matej Bel University, Banská Bystrica, Slovak Republic

and Iveta Dzúriková

8. ročné evanjelické gymnázium, Banská Bystrica, Slovak Republic


Learning is the outcome of an activity and it is also developed via activity. Among activities which pupils perform quite often are mathematical games. If such games are performed according to the rules satisfying certain didactical goals, they are called didactical games in the educational process. These didactical games include various geometrical puzzles, among them an old Chinese puzzle called Tangram. From the educational point of view, Tangram assists in teaching geometry via developing:

  1. geometrical knowledge,
  2. reasoning,
  3. geometrical imagination.

Geometrical imagination is ability to sense:

  • geometrical shapes,
  • their size and position in space,
  • a given shape in different space positions,
  • changes of shapes in their size, structure, etc.,
  • a shape in space according to its plane projection and a word description,
  • a plane representation of a given shape in space.

Main Piloting
by Jaroslava Brincková and Iveta Dzúriková

Second piloting
by Brunetto Piochi
Department of Mathematics, University of Florence, Italy

Third piloting (at South Bohemian University, České Budějovice, CZ) and conclusion
by Jaroslava Brincková and Iveta Dzúriková

This page comes from the LOSSTT-IN-MATH Project website