Introduction  Makerspaces, varying in shape and size, serve as spaces where students convene to create, invent, tinker, explore, and discover using a diverse range of tools and materials. Makerspaces are natural places for developing mathematical arguments and mathematical models, where geometric assumptions are supported and real-world complexities arise. Drawing inspiration from an eighth grade makerspace […]

My introduction to the GeT community was attending the Teaching GeT working group a week before I presented a seminar to the group in November of 2020. I wanted to get to know the community before I presented my NSF-sponsored DRK-12 grant (DRL 1907745), Using Animated Contrasting Cases to Improve Procedural and Conceptual Knowledge in Geometry (AC2inG), which […]

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 […]

Motivated by the goal of engaging more students in doing mathematics, we have been investigating connections between geometry and art. Geometry textbooks include problems that are situated in various art-based contexts such as architecture, crafts, and drawing. In our conversations with geometry teachers, we have found that they welcome opportunities to teach geometry through art. […]

As the call to teach mathematics through collaborative problem-solving reaches a wider audience, more secondary school teachers are grappling with the difficulties inherent in facilitating learning through problems. Open problems provide opportunities for students to engage in authentic disciplinary practices such as formulating and evaluating conjectures, considering the costs and affordances of various problem-solving approaches, […]

When I first began my career as a high school geometry teacher (in 2000), neither I nor my colleagues had ever heard of “π Day”. In perusing one of the many practitioner journals, I learned about other secondary mathematics teachers celebrating March 14th with their students in a variety of ways, including pie-eating and baking […]