Abstract
The Third Committee on Geometry, composed of twenty-six prominent teachers in the field of mathematics, prepared a questionnaire which raised pertinent questions concerning the teaching of geometry. The replies indicate that “there is almost unanimous agreement that demonstrative geometry can be so taught that it will develop the power to reason logical ly more readily than other school subjects, and that the degree of transfer of this logical training to situations outside geometry is a fair measure of the efficacy of the instruction. However great the partisan bias in this expression of opinion, the question ‘Do teachers of geometry ordinarily teach in such a way as to secure transfer of those methods, attitudes, and appreciations which are commonly said to be most easily transferable?’ elicits an almost unanimous but sorrowful ‘No.’” (Fawcett 1938, 8)
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