Abstract
If you examine current, upper-grade, mathematics textbooks, you will find that they usually include a good deal of geometry. But in actual practice geometry does not constitute a significant part of the mathematics programs in elementary schools. Geometry activities usually are considered a “frill,” a topic that is covered, if time permits. “Sure, geometry activities are great. But who has time? There's too much ‘basic’ arithmetic to do,” was the comment of one fifth-grade teacher.
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