In this inv estigation I fo cused on a proc ess of activities of a particular group of
teachers and learners. Basic skills in mastering m athem atical concepts were
addressed. The focus was on concept formation in the geometry classroom. The
methodology involved an educational case study as a form of inquiry to investigate
spatial sense. Evidence was obtained regarding mathematics teachers'
and mathem atics learners' knowledge of space and shape. Problems experienced
in concept formation in geometry were investigated and analysed. An
account is provided of how teachers and learners responded to problems related
to space and shape. Information about the mathematical performance of a group
of mathematics teachers and mathematics learners is organised, interpreted,
and evaluated.