Exploring the Challenges of Geometric Reasoning in Middle School: An Analysis of Teachers’ Perceptions and Pedagogical Perspectives

Background/purpose. Geometric reasoning is essential for students’ cognitive development, yet middle school learners in Morocco face major difficulties in this area. This study investigates the challenges perceived by teachers and aims to identify effective pedagogical strategies to enhance students' geometric reasoning skills.

Materials/methods. This research adopted a quantitative methodology based on a structured questionnaire administered to 90 middle school mathematics teachers across various regions of Morocco. The survey explored perceived student difficulties, instructional methods, and the integration of digital technologies. Data analysis included descriptive statistics and Chi-square tests using SPSS.

Results. Students mainly struggle with geometric problem-solving (59.94%) and logical reasoning and proofs (39.96%), while basic skills like figure visualization are generally mastered. Most teachers use problem-solving approaches (83.25%) and rely on traditional assessments (100%). Digital tools are underused, with only 42.18% using GeoGebra and 57.72% using no technology. The lack of resources (76.59%) is the main barrier to digital integration. All teachers believe current assessments only partially reflect students' reasoning abilities, and 92.13% see value in alternative evaluation methods.

Conclusion. This study highlights the persistent challenges in teaching geometric reasoning in Moroccan middle schools, particularly in problem-solving and logical proofs. While traditional methods dominate, the limited use of digital tools and diversified assessments hinders deeper learning. Enhancing teacher training, integrating alternative evaluation methods, and promoting tools like mind maps could significantly improve students' reasoning skills in geometry.

Keywords: Geometric reasoning, mathematics education, teacher perceptions, assessment practices, mind maps

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