A teacher should be aware of the van Hiele levels of his or her students and use language and symbols that are appropriate. A teacher should design activities to move students from van Hiele level 1 (visualization) in Kindergarten, through level 2 (analysis), to level 3 (informal deduction) by grade 8, and to move from the child's language (e.g., a "flip") to mathematical language ("reflect across a line").

When introducing new concepts, a teacher should start with concrete representations (e.g., manipulatives) and introduce visual representations and abstract symbolism as students increase their level of understanding. Geometry at the elementary school level should be informal, exploratory, and hands-on.

When introducing a new manipulative or technology, a teacher should give students time to play and become familiar with the new educational tool.

When introducing a new geometric shape, a teacher should show both examples and non-examples of the shape as well as different sizes and orientations.

The amount and type of technology will vary by grade level. A teacher should be sure that his or her students are developmentally ready for the technology being used.

A teacher should teach geometry and measurement in context, making connections between the concepts and the students' world, within geometry, and to other areas of mathematics and other disciplines. A teacher should encourage students to transfer knowledge to new areas. Integrating instruction on several subjects is one way of providing students the opportunity to apply knowledge.

A teacher should carefully plan experiences with geometry and measurement to take advantage of prior knowledge (allowing students to assimilate the new knowledge) and to challenge students' misconceptions and inadequate mental structures (leading them to accommodate the dissonance-producing knowledge). Group work encourages the interaction and communication that facilitates this growth.

A teacher must actively engage students in the learning process, so students construct their own knowledge.

Whenever feasible, a teacher should make students aware of the contributions of all cultures to geometry and measurement and their use in solving problems.

A teacher should take into account the different learning styles of his or her students and take advantage of their multiple intelligences.