AI in the Geometry Classroom: An Interactive Exploration” facilitated by Melinda Koelling and Sayantan Basu   Short Description:In this hands-on session, we’ll briefly survey current AI platforms and then put them to the test with geometry-specific problems. We’ll explore their strengths and weaknesses together, followed by a group discussion on practical strategies for using AI as […]

“Transforming Instruction of Geometry—Emphasizing Reasoning and Proof (TIGER-AP) Community of Practice for Secondary Geometry Teachers” was facilitated by Orly Buchbinder and Ruthmae Sears on November 11, 2025. Let’s keep the discussion about their presentation going here on the blog! Short Description:This presentation will focus on the TIGER-AP – the online Community of Practice (CoP) of secondary […]

In the GeT course that I teach, we build Euclidean geometry from the ground up in the spirit of Euclid’s Elements. There is a strong emphasis on the axiomatic method which aims to give students a sense of the logical foundations of mathematics. The approach lends itself to a discussion of the nature of mathematics. The […]

K-12 teachers shape the public view of mathematics.  They are the first representatives of the math community.  If we want the public and our future students to understand what math is really like, we need teachers who have acquired mathematical practices: habits, values, and characteristics that enable them to independently generate and access mathematical knowledge, […]

Written over 2000 years ago, The Elements is an achievement of historical significance, possessing a clarity, rigor and superior organization that set the standard for the axiomatic development of every field of study. No other mathematics book has been published as many times or read by as many people, spanning multiple millennia, continents and languages. […]

I chose to let my students from this semester respond to these questions. Here, unfiltered, is what my students from this semester shared about the course: Our class is not directed as much by direct instruction, but rather by rich discussion. Understanding is achieved by communication, and our many different backgrounds lead to so many […]

Technological tools can be used in teacher preparation programs to develop students’ conceptual understanding of the properties of polygons and to communicate appropriate vocabulary (Kartal & Çınar, 2024). The exploration opportunities afforded using technological tools, such as Desmos, can help students develop conceptions of shapes, engage in informal deduction, and enhance their mathematical vocabulary (Herman, […]

In this note, I would like to present one recurring issue that surfaced in the discussions of the GeT Transformation Geometry Working Group, and a partial resolution of that issue, contained in a suggestion by one of the reviewers of our chapter in the forthcoming GeT volume (McLeod et al., in press). More details of […]

Technology is integral to modern education, supporting exploration, computation, assessment, communication, and motivation. National curriculum and teacher preparation standards, such as the Common Core State Standards for Mathematics (NGA & CCSSO, 2010) and Standards for Preparing Teachers of Mathematics (AMTE, 2017), emphasize the strategic use of technology in teaching mathematics across grade levels. At the college level, the Committee on […]

In the Spring of last year, I wrote a note about what I envisioned the next stage of GeT: A Pencil could be. At that time, I noted that our first funding cycle was coming to an end at the end of August, and I indicated that we would write a grant asking for financial […]