| dc.description.abstract | This paper is an overview of scientific literature that seeks to provide understanding of how different aspects affect Swedish geometry lessons, with the aim to give a better understanding of what is required in order to create a successful teaching in geometry. The paper consists of theories concerning how children learn geometry (Piaget’s and van Hiele’s theories about development through characterized levels), different types of geometry lessons (laboratory teaching, textbook centered lessons, laboratory lessons and lessons based on open problems), the geometry curriculum for Swedish Upper Secondary School as well as “hands on” geometry lessons. The paper also includes a historical description of geometry and teaching in geometry. This in order to better understand how the presence of geometry in different societal and pedagogical contexts has affected schools in historical and modern times. The text also presents two proofs of the Pythagorean theorem because this proposition can be considered a conjunction between a discovery of great historical importance and the mathematical content of today’s schools. | sv |
