Common Core State Standards for Geometry: An Alternative Approach

ly, construct viable arguments, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning), and we are particularly pleased with the new emphasis on geometry proof and construction (prove geometric theorems, make geometric constructions). We are concerned, however, with the narrative and especially with how it is currently being interpreted. Our characterization of the standard approach is, thus, based on this narrative and other resources, such as test items, presentations given in teacher conferences about the CCSS-Geometry, and some of the Common Core-based texts currently under examination for adoption by school districts. The ultimate goal of this article is to point out potential pitfalls with this approach and offer an