In this past year, the GeT: A Pencil community has been very productive in terms of the dissemination of scholarship about the collaborative work happening within the community. For example, at the time of this writing the GeT Transformations Working Group has shared their work developing and co-teaching a series of lessons focused on the […]

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 […]

Introduction This is the final installment of a three-part deep dive into a single assessment item the GRIP team designed to probe students’ knowledge of the student learning objectives (SLOs). Item 15301 was written for the purpose of investigating SLO 3, Secondary Geometry Understanding: Understand the ideas underlying the typical secondary geometry curriculum well enough to […]

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 […]

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 […]

Evaluate geometric arguments and approaches to solving problems. Geometry courses provide a natural setting for students to reflect on their reasoning, share their reasoning, and then critique the reasoning of their peers. If students only ever see correct arguments given by teachers and textbooks, they may not learn how to critically evaluate arguments. The ability […]