Document Type
Article
Publication Date
2024
DOI
10.30935/scimath/14361
Publication Title
European Journal of Science and Mathematics Education
Volume
12
Issue
2
Pages
258-275
Abstract
Geometry and spatial reasoning form the foundations of learning in mathematics. However, geometry is a subject often ignored by curriculum writers and teachers until high school, leading to students lacking in critical skills in geometric reasoning. As the United States moves into a new curriculum epoch, heralding the commencement of the national common core standards (CCS), one could question if CCS in geometry align with the essential understandings children need to be successful geometric thinkers. This paper begins with an examination of the essential understandings of geometric reasoning leading to an interpretation and critique of the elementary geometry CCS. Finally, the instructional implications are discussed, considering the common core progression through what we know about how children learn geometry.
Rights
© 2024 by authors.
This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Data Availability
Article states: "Data generated or analyzed during this study are available from the authors on request."
Original Publication Citation
Crompton, H., & Ferguson, S. (2024). An analysis of the essential understandings in elementary geometry and a comparison to the common core standards with teaching implications. European Journal of Science and Mathematics Education, 12(2), 258-275. https://doi.org/10.30935/scimath/14361
ORCID
0000-0002-1775-8219 (Crompton)
Repository Citation
Crompton, Helen and Ferguson, Sarah, "An Analysis of the Essential Understandings in Elementary Geometry and a Comparison to The Common Core Standards with Teaching Implications" (2024). STEMPS Faculty Publications. 354.
https://digitalcommons.odu.edu/stemps_fac_pubs/354