THE mathematical curriculum in our elementary and secondary schools faces a serious dilemma when it comes to geometry. It is easy to find fault with the traditional course in geometry, but sound advice on how to remedy these difficulties is hard to come by. The Commission on Mathematics of the CEEB, the School Mathematics Study Group, the Illinois Project, and many other curricular reform groups at home and abroad have tackled the problem, but with singular lack of success or agreement. On the other hand, the “new math” has made great strides in arithmetic and algebra that seem to be acceptable to all except the congenital standpatters who resist change of any kind. We are, therefore, under pressure to “do something” about geometry; but what shall we do? In this article I shall discuss the reasons for the present state of confusion and make suggestions for modest first steps toward clearing it up.
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Carl B. Allendoerfer (1969) studied this question.