Jung-Chih Chen2019-08-122019-08-122006-03-??http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/84750This study analyzes learning goals in grade 1-8 geometry across several U.S.states and high performing TIMSS Asian countries, including Singapore, Taiwan andJapan. In order to shorten this paper, only one topic-angle within the geometry strandwas carefully analyzed.Based on the official curriculum documents, results of this study indicate that thecontent, grade placement and cognitive level of learning expectations related toselected geometry topics vary markedly across documents.To be precise, some documents such as the California and Achieve documentsinclude more advanced topics within their 1-8 curriculum framework and introducethem earlier than the other documents. In addition, the Singapore document placescomparably more emphasis on the topic of “angle” and less on “coordinate geometry”and “parallelism/perpendicularity.” Furthermore, the Missouri document emphasizeson “coordinate geometry” and “similarity” topics and de-emphasizes on the topics of“angle” and “parallelism/perpendicularity” than the other documents reviewed. In themeantime, considerable differences emerge across each topic. In sum, analyses fromthis study have provided a clear picture about the “angle” topic from each document.Curriculum FrameworkLearning ExpectationNCLBOTLTIMSS