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 […]

In recent years, a transformation perspective has come to the fore in K-12 standards (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010; NCTM, 2018) leading many college instructors to transition their geometry for teachers courses to include transformation geometry. Unfortunately, at any level, there has been “limited research explicitly on the […]

In this article, I share what the GRIP Lab has learned by collecting responses from Geometry for Teachers (GeT) students who have taken our mathematical knowledge for teaching geometry (MKT-G) assessment before and after taking the GeT course. MKT-G instrument Herbst and Kosko (2014) developed an instrument to measure MKT-G that follows the definitions of […]