Abstract
The teaching of plane geometry in the latter years of Primary schooling is often bereft of meaning. Teachers opt for pedagogical practices based on algorithms, without any concern for the mental processes involved in the construction of geometric thought. This research had recourse to Genetic Epistemology to analyze how adults, who attended school and were successful at geometry, gave meaning to problems involving the calculation of the area and perimeter of plane figures. The data would indicate that all those interviewed were capable of carrying out calculations using algorithms, but few presented detailed explanations. The models of meaning vary substantially from thinking based exclusively on perception to a logical-mathematical explanation of the concepts involved.
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