Despite a long intellectual history dating back to the origins of civilization and a recent resurgence as cutting edge mathematics, geometry and spatial visualization in school are often compressed into a caricature of Greek geometry, generally reserved for the second year of high school. The resulting impoverished view of the mathematics of space rebounds throughout schooling to generally diminish student (and adult) understanding of mathematics.

Focuses on the interactive roles of subject matter, teacher, student, and technologies for designing classrooms that promote understanding of geometry and space.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.