Abstract
Geometry is an essential component of mathematics instruction. “Geometry helps us represent and describe in an orderly manner the world in which we live” (NCTM 1989, 48). Research in the field of early childhood mathematics education (Fuys and Liebov 1993; Del Grande 1985; Fruedenthal 1973) confirms that children are naturally intrigued by, and motivated to learn more about, the geometry that defines their worlds. Although it is important to provide a rich geometry program in the primary grades, research reveals that the little attention given to geometry is typically for exposure purposes (Bruni and Seidenstein 1990; Porter 1989). Therefore, any classroom time devoted to geometry is precious.
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