Abstract
The paper examines the problematic nature of the teaching of school geometry where complex constructs (measurements aspects) are being used to teach simpler constructs (visual properties). This predicament was identified by Piaget [1] and Wirszup [2]. Within the space of polygons, this paper proposes a pedagogical solution to the problem based on a mathematical analysis of the potential transformation of ‘spatial operations into logical ones applied to a continuum’ with some examples.
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