Introduction: Hyperbolic Geometry and Its Models Hyperbolic geometry resides in a unique but challenging position within the GeT curriculum, providing powerful opportunities for an instructor to enrich student understanding of geometry. First, it provides experiences with a significant axiom system distinct from Euclidean geometry. Second, by changing a single axiom (the parallel postulate), it provides a […]

What types of physical tools do you expect students and educators to use in the learning and teaching of geometric constructions? Although Euclid’s Elements remains silent on prescribing particular tools, do you expect learners and teachers to keep to the so-called Platonic restrictions? That is, are they limited to exploring geometric constructions with an unmarked […]

Introduction  Proof-writing is a core disciplinary practice of mathematicians and a crucial skill of all mathematics majors and future mathematics teachers. Developing students’ facility and comfort with proofs is an important objective of undergraduate Geometry for Teachers (GeT) courses (An et al., in press; Grover & Connor, 2000). GeT courses cultivate robust and flexible knowledge […]

Four questions with Mara Markinson, Assistant Professor of Mathematics Education at Queens College What is special about my GeT course is that it changes a bit each year. I am always editing the syllabus to reflect explorations into students’ questions and curiosities. Each time a student asks a question that goes outside of what was planned, […]