There has been considerable debate in recent years showing concerns about the place of geometry in the general school curriculum. The impression that the place of geometry in the curriculum, in programmes of study for school students, and in the courses for training teachers has significantly diminished in status. Furthermore, the impression the lack of a coherent geometrical education in school is a factor that is deleterious to many students’ progress in their university education. One key factor in this context is the great concern over students’ ability to understand the purpose and nature of ‘proof’ in mathematics.

In order to begin to understand whether, and to what extent, many of these concerns may be shared among colleagues, we devised and circulated a Questionnaire that was sent out to colleagues between August 2015 and March 2016. Until now, we have received 24 answers from 23 countries all other the world. The Questionnaire has two main areas of investigation where colleagues have been asked to comment upon the following themes.