In this thesis the development of teaching geometry with special focus on spatial abilities is presented. Therefore changes of geometry-curricula between 1965 and 2015 are investigated. Schoolbooks of this period are studied, how they implement the curricula. Also current school-books of various authors are compared class by class. The empiric part includes the measurement of mathematical and geometrical competences (IKM9, informal competence measurement, provided by Bifie) in different student groups. Three of these groups are examined for their spatial abilities (in analogy to the Geodikon study). The results of these studies were compared to investigate links between school-types and spatial and mathematical competences. For a deeper understanding in this case-study teachers of the same school were interviewed and a survey was taken.