INTRODUCTION: WHY DO GEOMETRY?
Since at least the 1960's it has been accepted that the Primary school mathematics curriculum should embrace a wide variety of work, commonly described under such conventional headings as 'Number', 'Measurement', 'Pictorial Representation' etc.. However, despite great efforts put into curriculum development in this field over the last twenty years, many mathematics schemes of work lay great emphasis on the development of numerical ideas, while geometrical work is accorded a subordinate role. At worst, suggestions for work in this area have sometimes consisted merely of exercises in shape recognition and use of drawing instruments. This view of geometry is reflected in many commercially-produced mathematics schemes which indicate a general lack of purpose and sense of direction as far as spatial work is concerned. Many teachers may feel reasonably confident about number and measurement but are far less certain about such questions as:
This 'Geometry Microworld' has been produced in the conviction that there are some powerful reasons for giving geometry an important place in the curriculum. These can be stated as follows:
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