Curriculum or Reasoning Quotient? Investigating Children's Behavior while Defending their Geometric Beliefs

The central theme of this paper is two folded; one is the important issue of “Reasoning Quotient” meaning children’s ability to make geometric argument and defend it; and second is “curriculum” as children''s learning from external sources that they could be refer to. They both acting as internal and external frame of reference for children and influence their performance. To test this claim، a study was conducted to investigate the pre-school children’s beliefs about geometry as well as learning more about the ways in which، they defend their beliefs. The findings showed that children used reasoning to defend their experimental beliefs and defend their theoretical beliefs by refereeing to familiar adults. The study revealed that “reasoning quotient” as natural human capacity is used by children and as their exposure to the formal curriculum increase، the latter decrease rather severely.