One of the most commonly discussed goals of the GeT Support Project is working collectively to improve the instructional capacity for high school geometry. It makes sense for this to be a point of common discussion for us, as it is the goal to which the Get: A Pencil community is collectively committed. There is, […]

Be able to carry out basic Euclidean constructions and to justify their correctness. Geometric constructions support the curriculum in a GeT course and the development of mathematical thinking in several essential ways:  For these reasons, constructions remain an essential part of any GeT course curriculum. It should be noted that within the context of geometry, […]

Use transformations to explore definitions and theorems about congruence, similarity, and symmetry. Typically, there are three different approaches from which instructors can choose in order to embed transformation geometry learning outcomes into a GeT course. Instructors may choose to teach a GeT course using a formal transformation approach; they may choose to include a dedicated […]

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 […]

In 2018, as a doctoral student researching community-based methodologies and educational advocacy, I frequently wondered about institutional, professional, and interpersonal resources and constraints that people negotiated in collaborative educational work. Particularly, I questioned how our current institutional and professional infrastructures might impact collaboration across differences: in institutions, in communities, and in disciplinary traditions and obligations. […]