Abstract
Geometry is a broad and complex area, both as a part of mathematics and as a school subject. According to that characteristic of geometry, changes and developments in the teaching practice and in the educational reflexions of geometry are likely to be very unhomo-genous and difficult to identify. In this paper the authors try to describe some of these changes in geometry education in Austria and (West-) Germany since the end of the “new math”-period in the beginning of the 70’s. Part 1 describes the development of geometry education as a process of increasing awareness of the complexity of geometry learning and teaching, and the related research and development Part 2 exemplarily describes discussions in some specific areas of geometry education, working out typical insights and arguments. To come closer to the classroom level, part 3 discusses different approaches to geometry instruction taking into consideration the complexity of geometry learning and teaching observed in parts 1 and 2.
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