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 […]

The emergent consensus our community has reached on the student learning outcomes for geometry courses for teachers allows us to come back to one of the aspirations of the initial working groups in GeT: A Pencil–the creation of a task repository. Indeed, the collaborative curation of resources for teaching GeT courses could be a next […]

Our winter newsletter comes late this winter; it is officially spring! We wanted to wait until after our GeT: Together at RUME1 pre-conference and workshop to publish this issue. Indeed, I wanted to wait until after the conference to write this note, in part because it is somewhat of a spring time for GeT: A Pencil also. Valuable ideas […]

In order to understand the impact of a teaching intervention (e.g., a course or a professional development program) on what students gained from that experience, students are often administered a test before and after that intervention, and researchers study the gains computed by subtracting the pre-test scores from the post-test. Similarly, researchers use the difference […]

I want to use this occasion to reflect a bit on what the development of a consensual list of Student Learning Outcomes (SLOs) represents vis-a-vis the field of mathematics teacher education and, in particular, its curricular history. I want to suggest that GeT: A Pencil has helped the larger mathematics education community make progress in […]

This new edition of GeT: The News! arrives on the brink of the second anniversary of the COVID 19 pandemic–not that anybody wants to celebrate that birthday. However, I do celebrate that, in the midst of this enduring disruption, our community has continued to be involved in several joint projects. As we took stock of […]

Over the past year, the Teaching GeT working group proposed that one way to contribute to reducing the variability in outcomes in the preparation of secondary geometry teachers would be to formulate and steward a set of ten student learning objectives (SLOs) that could be utilized by instructors of GeT courses. We recognize that the […]

The assessment items we developed last spring can be a resource in our collective work stewarding the Student Learning Objectives (SLOs). One way to operationalize that possibility could be to revise the items with the goal of incorporating them into a test, like the MKT-G. In such a scenario, we could envision that at some […]

This past March, I was invited to speak about high school geometry to a college geometry class, one that we might describe as a Geometry for Teachers (GeT) class insofar as future teachers were an important, even if not the only, constituency. I was asked to talk about why high school students need to study […]

One of the goals of the GeT: A Pencil community is to improve the instructional capacity for high school geometry. Geometry courses for teachers can be instrumental in preparing teachers with that instructional capacity. It is pertinent to ask what evidence we can use to steer that mission. Unlike in the K-12 environment where curriculum […]