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We all know geometry is often taught at the end of the year...if time allows. 😉
When pacing slips, geometry quietly absorbs the loss. And over time, that can send an unintended message: that spatial reasoning and structure matter less than computation.
But geometry is not secondary. It is a powerful context for building reasoning, participation, and mathematical identity!
Geometry Builds Mathematical Proficiency
Geometry Builds Mathematical Proficiency
Mathematical proficiency includes:
Conceptual understaning
Strategic competence
Adaptive reasoning
Productive disposition
Participation Shapes Identity
Participation Shapes Identity
Participation in mathematics is not just about raising a hand. Students participate when they:
Try a peer’s strategy
Revise their thinking
Represent ideas visually
Build on someone else’s reasoning
Spatial Reasoning Is Developed, Not Fixed
Spatial Reasoning Is Developed, Not Fixed
Spatial reasoning is not evenly distributed. It grows with experience.
If certain types of spatial play or construction experiences are encouraged more for some students than others, then access to geometry confidence is uneven.
The Bigger Picture
The Bigger Picture
When geometry is:
Spiraled instead of saved for last
Explored instead of rushed
Discussed instead of delivered
Modeled instead of memorized
Students learn that their thinking matters!
Geometry is not just about shapes. It is about structure, reasoning, and the culture we build around mathematical thinking.
Geometry is not just about shapes. It is about structure, reasoning, and the culture we build around mathematical thinking.
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