Abstract
In their book The Child's Conception of Geometry, Piaget, Inhelder, and Szeminska (5) give details of many ingenious experiments which they used to study the growth of the child's understanding of measurement and other concepts of metrical (Euclidean) geometry. This paper describes our findings when 12 of these experiments, sometimes slightly adapted, were given to both Primary and Educationally Subnormal (E.S.N.) Special School Children.2 All the experiments were undertaken individually by the children in their own schools, and their replies were recorded verbatim. As the length of the paper must be restricted, only the essentials of the study can be given. Details of the exact apparatus used, instructions, precise questions asked, and other data obtained may be obtained from the authors. Furthermore, it must be assumed that access can be made to the book, for the length of the paper would be prohibitive if the experiments were described in any detail. The discussion will comment on some educational implications of the study.
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