A step in the development of an evidence based learning progression for geometric reasoning: focus on shape and angle

The Reframing Mathematical Futures II Project set out to develop an evidence-based learning progression for mathematical reasoning in years 7-10 of schooling. This paper reports part of the process and findings particularly around student reasoning about shape and angle as part of the development of a progression for geometrical reasoning. Concerns are raised about the low level of understanding and reasoning in these areas and the need for further research in the study of the development of the concept of angle.