Geometry in Mathematics Teaching in Undergraduate Courses at Brazilian Federal Universities

Background: Geometry has been an essential point of reflection in Mathematics Education, especially teaching. Objective: We conducted a numerical calculation to quantify the study load Euclidean geometry concerning total course load. From this data, we established different pathways explore subjects these courses and their approaches. aimed outline understanding teaching selected universities. Design: consulted CPPs through official websites catalogued load, Geometry, comparison occurrence. Finally, analysed syllabuses bibliography one subject listed. Context participants: surveyed 68 Brazilian Federal Universities, all institutions that offer Teaching course. Data collection analysis: treated data qualitative analysis presented them large table subdivided into smaller tables present data. Results: After analysing tabulated its result corroborated research Crescenti (2005), Lorenzato (1995), Lovis (2009, 2013), Pavanello (1989, 1993), Perez (1991, 2000), Serralheiro (2007) is little taught educational institutions, be K-12 or higher education. Conclusions: have identified significant variation each course's percentage dedicated Geometry. Even among those reached highest values, it still possible question if numbers are enough solve issues pointed out by K12 teachers. also divergencies approach suggested bibliographies Plane Such deviations need deepened other works.