Lesso Topic Similarity with Differences with Plan to Enhance the

n Euclidean Geometry Euclidean Geometry Teachers’

competencies in
teaching Geometry in
the K to 12 Curriculum
1 Course  There is a concept  In terms of Focus and
Introduction of points Purpose , As Education Leader,
and Linear  Involve operations Euclidean geometry- by following this
Spaces like addition and primarily studies the comprehensive and
scalar multiplication properties of long-term plan, we can
 Involve affine geometric objects in effectively enhance
transformations like physical space while
translations, teachers’
linear spaces are competencies in
rotations, reflections
and scaling which mathematical teaching Geometry in
preserve distances abstraction used to the K to 12 Curriculum
and angles study vector (Basic Education
 Concepts of basis operations, linear Curriculum) specifically
and coordinates are transformations, and focusing on the
important the properties of following:
 The notions of linear vector spaces in a
independence and more general context 1. Course Introduction
linear dependence and not inherently
are relevant and Linear Spaces
concerned with 2. Synthetic Projective
 Shared foundational
distance or angles. Geometry
concepts of vectors,
points,  Euclidean geometry 3. Analytic Projective
transformation, and often starts with a set Geometry
operations that of axioms while linear
4. Plane and Space
enables the spaces are defined
Geometry
application of based on axiom as
geometric insights well but pertain to
vector operations and A. Needs Assessment
to linear algebraic
their properties Conduct a Needs
problems and vice
versa, contributing rather than Assessment among
to a deeper geometric properties teachers to identify their
understanding of like distance and current level of
both areas. angles. competency in teaching
 With regards to Geometry, their specific
dimensionality,
challenges, and the areas
Euclidean geometry
is concerned with where improvement is
spaces of specific needed (surveys,
dimensions (2D or interviews and Focus
3D) while linear Group Discussion)
spaces are defined
in any finite or B. Curriculum Review
infinite dimension. Thoroughly review the K
 Euclidean geometry to 12 Curriculum’s
emphasizes Geometry content,
geometric properties
particularly the course
and relationships,
such as parallelism, introduction and linear
perpendicularity, and spaces. Ensure a clear
congruence while understanding of the
linear spaces have an curriculum’s objectives
algebraic focus, and expectations.
dealing with vector
addition, scalar C. Professional
multiplication, linear Development Program
combinations, and Develop a Professional
linear independence.
development program
 Euclidean geometry
heavily relies on the aligns with the K to 12
concept of an inner Curriculum’s Objectives
product(dot product) and content related to
that allows for Geometry, with a specific
measuring angles, focus on course
lengths, and introduction and linear
orthogonality while
 linear spaces can spaces.
have inner product D. Curriculum
structures as well Alignment
leading to inner Ensure that the
products. Professional Development
While linear spaces
Program aligns with the K
and Euclidean
to 12 Curriculum’s
geometry have
Objectives and content
foundational
related to Geometry. The
connections, they
training materials and
diverse in their areas
activities should mirror
of emphasis,
what teachers are
mathematical
expected to teach
structures and the
E. Training Modules:
types of concepts
Create training modules
they explore.
that covers the following
Euclidean Geometry
areas
focuses on geometric
relationships and
To prepare our learners for
properties in physical
the study of synthetic
space while linear
projective geometry in
spaces provide
high mathematics, it’s
mathematical
important to build a
framework for
strong foundation in
studying vector
geometry and related
operations and
mathematical concepts.
transformations
across various
1a. Course
dimensions and
Introduction
contexts.
a. Explanation of the
importance and
relevance of
2 Synthetic  Both deal with  Euclidean Geometry
Projective geometric objects and postulates of Geometry in the
Geometry such as points, lines Euclid while synthetic Curriculum
and planes. projective geometry b. Strategies for
 Both are based on has its own set of introducing the
axiomatic systems; axioms which are geometry course to
Euclidean geometry different from
students
has five postulates Euclidean Geometry.
as foundation and  In Euclidean c. Effective methods
synthetic projective Geometry, parallel for engaging
geometry has lines are defined as students and
axioms specific to lines that do not generating interest.
the projective plane intersect and remain 1b. Linear Spaces
that serve as equidistant from each a. In-depth understanding
starting points for other while Synthetic of linear spaces and their
deriving geometric Projective Geometry applications.
results treats parallel lines b. Practical teaching
 Both geometries differently, it
strategies and examples
deal with concepts considers all lines as
of congruence potentially related to linear spaces
(geometric figures intersecting, c. Hands-on activities and
that are identical in including those that exercises for teachers to
shape and size) and appear in Euclidean develop their proficiency
similarity Space. in this area.
(geometric figures  Euclidean Geometry 2. Synthetic Projective
that have the same typically does not Geometry
shape explicitly incorporate 2a. Fundamentals of
 Both geometries concepts of infinity or Geometry
study incidence ideal points, it
-Geometry basics
relations, which focuses on finite
describe how points, geometric structures -Geometric Constructions
lines, and planes and measurements -Properties of Geometric
relate to each other. while Synthetic Objects
 Both geometries Projective Geometry 2b. Euclidean Geometry
involve the study of often introduces the -Euclidean Axioms
transformations concept of points at -Congruence and
such as translations, infinity and ideal
 rotations, reflections points, it provides a Similarities
and dilations. more unified -Parallel and Perpendicular
 In both synthetic treatment of Lines
Projective and geometric properties. 2c. Introduction to
Euclidean geometry.  In terms of Geometric Synthetic Projective
Mathematical Constructions, EG
Geometry
theorems and often involves
proofs are used to constructions using -Projective Geometry
establish validity of compass and Concepts
geometric straightedge to -Properties of Projective
statements create geometric Geometry
Deductive reasoning figures while SPG -Projective Geometry
and logical may also include Theorems
arguments are constructions but is 2d. Practical Applications
employed to prove not limited to the -Real-World Application
geometric traditional Euclidean -Problem Solving
propositions. compass-and-
2e. Geometric Proofs and
 Both fields can be straightedge, it can
studied using use projective Reasoning
coordinate system. techniques to -Proofs in Projective
Cartesian plane for achieve geometric Geometry
Euclidean Geometry constructions. Geometric Reasoning
and projective Skills
coordinates for 2f. Advance Topics
synthetics -Advanced Projective
projective geometry Geometry Concepts
3 Analytic  Both Study  APG deals with the -Historical Perspective
Projective geometric objects properties of objects
Geometry such as points, lines in a projective plane
and planes. while EG is based on By covering these
 Both fields seek to the axioms and modules, students will be
identify and study principles by Euclid, well-prepared to delve
invariants, which which deals with into synthetic projective
are properties or properties of objects geometry in high
quantities that do in a flat, two- mathematics. This
not change under dimensional space
 certain and in three- foundation in geometry
transformations. dimensional space. and projective geometry
 In terms of duality,  APG extends the concepts will equip them
APG relates points concept of space to with the necessary
and lines while EG include points at knowledge and skills to
relates points and infinity and allows
tackle more advanced
circles, lines and the intersection of
circles. parallel lines while topics in the field.
 Both often employ EG assumes that
analytic methods parallel lines never 3. Analytic Projective
meet and that space Geometry
is infinite and flat.
 APG places a strong 3a. Fundamentals of
emphasis on Geometry
perspective and -Geometry Basics
projectivity while EG -Geometric Constructions
deals with
-Properties of Geometric
perspective and
transformations, Objects
focuses primarily on 3b. Euclidean Geometry
properties that are -Eclidean Axioms
invariant under rigid -Congruence and
transformations such Similarities
as translations, -Parallel and Perpendicular
rotations, and Lines
reflections. 3c. Introduction to
 APG is a broader and
Synthetic Projective
more abstract
Geometry
framework that
includes Euclidean -Projective Geometry
geometry while EG is Concepts
a more specific and -Properties of Projective
familiar branch of Geometry
geometry that deals -Projective Geometry
with flat space and Theorems
metric properties.
4 Plane and  Both plane and  In terms of 3d. Practical Applications
Space space dimensionality, -Real-World Applications
Configurations configurations and Plane/Space -Problem-Solving
Euclidean Geometry Configurations 3e. Geometric Proofs and
deal with specifically focus on Reasoning
fundamental objects and
-Proofs in Projective
geometric objects relationships within a
such as points, two-dimensional Geometry
lines, segments, plane, space -Geometric Reasoning
rays, angles, configurations Skills
polygons, circles, concentrate on 3f. Advanced Topics
(plane objects and (Optional)
configurations and relationship within -Advanced Projective
polyhedral (in space three-dimensional Geometry Concepts
configurations space while EG For students with strong
 Both are the study encompasses both interest in the subject,
of how points, lines, two-dimensional and
explore advanced topics
and planes to relate three dimensional
to each other geometry which in projective geometry,
 In terms of deals with objects such as cross ratios and
congruence and and properties in harmonic sets.
similarities, they these dimensions.
both involve the  In terms of scope, 4. Plane and Space
concepts of PSC are often more Configurations
congruence specialized and may 4a. Introduction to Plane
(geometric figures focus on specific and Space Configurations
having the same types of geometric
- Overview of the
size and shape and objects or
Geometry in K to 12
similarity relationships, such as
Curriculum
(geometric figures collinearity and
- Key Concepts and
having the same concurrency in plane
Terminologies
shape but possible and coplanarity and
4b. Plane Configurations
different sizes) spatial relationships
-Properties of Plane
 Both adhere to a set in space
of axioms and configurations while Configurations
postulates that EG covers a broader -Collinearity and
 define the range of topics, Concurrency
properties of points, including the study of -Basic Configurations
lines, and planes. measurement, 4c. Space Configurations
These axioms congruence, -Understanding Space
provide the basis for similarity, and Configurations
reasoning and transformation
-Coplanar and Spatial
deduction in both properties of
contexts. geometric objects in Relationships
 Both share many both plane and -Basic Space
core concepts and space. Configurations
principles with the  While plane and 4d. Teaching Strategies
broader field. They space configurations and Methods
focus on the study are subsets of -Effective Teaching
of geometric Euclidean geometry Strategies
objects, and share many -Hands-on Activities
relationships, and fundamental
4e. Problem Solving
properties within concepts, they often
Applications
the framework of have narrower
Euclidean axioms scopes, may -Problem-Solving
and principles. emphasize different Techniques
aspects of geometry -Real-World Applications
and may not be as 4f. Assessment and
comprehensive or Evaluation
formalized as -Assessment and
Euclidean geometry Strategies
itself. These -Feedback Improvement
differences reflect the
4g. Resource and
specific focus and
Materials
purpose of plane and
space configurations -Teaching Resources
within the broader -Technology Integration
field of EG. 4h. Professional
Development
Collaboration
-Teacher Collaboration
-On-going Professional
Development
4i. Practical
Implementation and
Lesson Planning
-Lesson Planning
-Practical Tips
4j. Assessment and
Certification
-Final Assessment-a
comprehensive
assessment to evaluate
teachers’ understanding
and readiness to teach
plane and space
configuration
-certification

By covering this
training modules,
teachers will be well-
prepared to teach
plane and space
configurations
effectively, fostering
a deeper
understanding of
geometric concepts
among students.
Additional, the
modules can be
tailored to meet the
specific needs and
levels of the
 teachers being
trained.

F. Practical Workshops
 Conduct practical
workshops where
teachers can apply
what they’ve learned
in the training
modules. These
workshops should
include:
 Lesson Planning
sessions specific to
Geometry, including
course introduction
and linear spaces
 Collaborative
activities where
teachers can share
ideas and best
practices.
 Peer review and
feedback sessions to
enhance teaching
strategies

G. Resource
Development
 Create a repository
of teaching
resources, including
 lesson plans,
worksheets, and
teaching aids,
focused on
Geometry, course
introduction, and
linear spaces. Make
these resources
accessible to
teachers for
reference.
H. Mentoring and
Coaching
 Assigned Geometry
teachers, or
instructional coaches
to mentor and coach
those who need
additional support.
These mentors can
provide guidance,
share effective
teaching practices
and offer feedback.
I. Assessment and
Feedback
 Implement formative
and summative
assessments to
evaluate teacher’s
progress. Gather
feedback from
teachers regarding
the professional
development
program’s
 effectiveness and
areas that need
further
improvement.

J. Continuous
Professional
Development
 Encourage teachers
to engage in ongoing
professional
development
opportunities related
to Geometry.
Provide access to
webinars,
conferences, and
online course to help
them stay updated
and improve their
skills.
K. Evaluation and
Adjustment
 Regularly evaluate
the impact of the
professional
development
program on
teachers’
competencies and
students outcomes.
Use this feedback to
make necessary
adjustments and
improvement to the
 program.

L. Recognition and
Incentives
 Recognize and
reward teachers who
excel in teaching
Geometry and
contribute to the
improvement of
course introduction
and linear spaces in
the curriculum.

With this Strategies

and approaches for
both teachers and
learners shall be
monitored regularly
to check progress
and establish a
mechanism for
sustainability and be
evaluated for the
impact of this long-
term plan.

REFERENCES:
Blank, R. K., & De las Alas, N. (2009). The Effects of Teacher Professional Development on Gains in Student
Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders. Council of Chief
State School Officers. One Massachusetts Avenue NW Suite 700, Washington, DC 20001.

Erickson, H. L. (2007). Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based
learning.

Hawes, Z., Moss, J., Caswell, B., Naqvi, S., & MacKinnon, S. (2017). Enhancing children's spatial and numerical
skills through a dynamic spatial approach to early geometry instruction: Effects of a 32-week
intervention. Cognition and Instruction, 35(3), 236-264.

Luneta, K. (2012). Designing continuous professional development programmes for teachers: A literature
review. Africa Education Review, 9(2), 360-379.