For many adults, geometry is a mathematics topic that immediately makes sense to them and gives them confidence in their ability to learn, while other adult learners identify geometry with failure. Most adults, however, do recognize the need for measurement, and many have a basic understanding of measurement concepts, although they may need to learn English measurements if they already know metric measurement. Implications for teaching and learning are the following: (1) teachers must use exact and estimated measurements to describe and compare phenomena to increase the understanding of the structure, concepts, and process of measurement; (2) teachers must address the impact of measurement skills on self-efficacy and self-reliance; (3) measurement skills should be extended to concept areas such as volume, proportion, and problem solving; (4) teachers must increase the awareness of acceptable tolerances and the consequences of being within and outside these tolerances; (5) teachers should start from the learners' strengths; and (6) hands-on problem solving and attention to development of spatial sense is necessary for learners to develop an understanding of geometric principles. This brief includes suggestions for classroom activities in measurement, perimeter and area, angles, and circles. (KC)

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