We pique some students interest through pure mathematics. Other students find their mathematical niches in applications, where their natural abilities to interpret, speak, and write are more valued. All students need both aspects, but all students also benefit from an opportunity to find success at some point in their mathematical education because the curriculum is broad enough to speak to their particular talents. The ASA ARG feels that geometry is a central part of a mathematics curriculum. All students should understand basic principles of Euclidean geometry because of their fundamental importance to life and culture.
Geometry is also a good place to develop students' reasoning abilities.
The concepts from geometry most important for statistics would be from coordinate geometry. But patterns in data are best discovered by literally seeing them. Hence coordinatization is central to the process of analyzing data. Particular concepts that are ubiquitous in data analysis are basic coordinates, the equation of a line and the meaning of slope, the distance formula, and the geometry of simple functions such as quadratics or elementary functions like the logarithm. Generally, we feel that students should learn basic concepts in three-dimensional geometry as well as the fundamental concepts of perimeter, area, volume, surface area and the relationships between them.