It is widely accepted that learning becomes more enduring and deeper if geometric concepts are presented in various orientations and dimensions in textbooks. The purpose of this study was to examine how geometric concepts are presented in the Turkish elementary mathematics curriculum and the textbooks in terms of sizes and orientations. For this…

The mathematics curriculum should be imbedded into the cultural environment of the student. Discussed is the mathematical educational potential of decorative motif. (PK)

Discusses the use of flexible straws for teaching properties of figures and families of shapes. Describes a way to make various two- or three-dimensional geometric shapes. Lists eight advantages of the method. (YP)

Describes the stages of a process of reflective thinking. Investigates how geometrical models can be used in learning and teaching mathematics in connection with the process. Identifies two models for children of age four to eight: constant path in the space of shapes and continuous path of varied polygonal shapes. (Author/YP)

The production and application of images based on fractal geometry are described. Discussed are fractal language groups, fractal image coding, and fractal dialects. Implications for these applications of geometry to mathematics education are suggested. (CW)

Quilt-making is presented as an activity that helps elementary school children recognize and appreciate geometry in their world while developing their problem-solving skills. Students choose an appropriate pattern and cooperatively make the quilt. Related measurement questions and problems are provided. (MDH)

Includes patterns for and a brief discussion of the polyhedra: octahedron, tetrahedron, dodecahedron, cuboid, prism, and star. (PK)