Diversity and coherence of geometry topics in the designated mathematics curriculum: The case of Germany

International audience ; For years, school geometry has been confronted with many issues. For instance, it lost its central position in school mathematics and developed the reputation of being the “problem child” of mathematics teaching. These issues represent a problem situated in the designated curriculum. The goal of this paper is to shed light on two designated curricula (German national curriculum, joint curriculum of two German federal states) for primary mathematics education regarding the diversity and the coherence of geometric topics through the lens of fundamental ideas of geometry. Here, the qualitative content analysis provided a thorough insight into both the diversity and the coherence of the geometric topics across the vertical perspective. Based on the data, the results are discussed with regard to their theoretical and practical implications on both the national and international level.