Abstract
To better understand the development of children's thinking in three-dimensional geometry, we conducted a teaching experiment with 8- and 9-year olds in which children built and described polyhedra during several lessons. Analysis of pre-/post-assessments showed that children advanced in their geometric reasoning and began to identify, enumerate, and notice relationships between component parts of polyhedra. Our consideration of a class activity showed how examining a range of examples and non-examples enculturated students into the practice of attending to component parts. Promoting precise, formal definitions for components proved to be a significant challenge for the teacher in establishing norms for class discussions.
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