During the 2019-2020 academic year, the Teaching GeT working group developed a set of Student Learning Objectives (SLOs) for the GeT courses. This year, the working group is still focused on the SLOs. We are working on writing narratives elaborating on each SLO. An example draft narrative for one of the SLOs, SLO 4 on Axioms, Theorems, and Models, is included elsewhere in this newsletter. Over the rest of the academic year, we intend to complete similar narratives for each of the SLOs.

In addition, members of the working group submitted a proposal for a chapter on the SLOs in an upcoming book in the AMTE Professional Book Series to be called Reflection on Past, Present and Future: Paving the Way for the Future of Mathematics Teacher Education. Contributing to the proposal were working group members Tuyin An, Steven Boyce, Steve Cohen, Henry Escuadro, Erin Krupa, Nathaniel Miller, Laura Pyzdrowski, Ruthmae Sears, Stephen Szydlik, and Sharon Vestal, along with GeT: a Pencil leaders Pat Herbst and Amanda Milewski. We hope to hear by March whether or not this proposal has been accepted. If it is accepted, we plan to incorporate the narratives that we are working on into this chapter.

The SLOs deal with 10 broad categories:

1. Proofs: Derive and explain geometric arguments and proofs in written and oral form. 
2. Proof Verification: Decide whether or not geometric arguments given by others are correct.
3. Secondary Geometry Understanding: Understand the ideas underlying the typical secondary geometry curriculum well enough to explain them to their own students and use them to inform their own teaching.
4. Axioms, Theorems, and Models: Understand and explain the relationship between axioms, theorems, and geometric models in which they hold (such as the plane, the sphere, the hyperbolic plane, etc.).
5. Definitions: Understand the role of definitions in mathematical discourse. 
6. Technologies: Effectively use technologies such as dynamic geometry software to explore geometry.
7. Euclid’s Elements: Demonstrate knowledge of Euclidean Geometry, including the history and basics of Euclid’s Elements, and its influence on math as a discipline.
8. Straightedge and Compass Constructions: Be able to perform basic Euclidean straightedge and compass constructions and to provide justification for why the procedure is correct.
9. Non-Euclidean Geometries: Compare Euclidean geometry to other geometries such as hyperbolic or spherical geometry.
10.  NCTM Standards: Apply the following NCTM Geometry Standards: (a) analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships; (b) apply transformations and use symmetry to analyze mathematical situations; and (c) use visualization, spatial reasoning, and geometric modeling to solve problems.

In addition to the SLOs, we included a statement that in addition to teaching these content standards, all geometry courses for future teachers should give students many chances to experience and develop their abilities with the mathematical process skills of problem solving, reasoning and proof writing, oral and written communication of mathematical ideas, and productive collaboration within groups. They should also get a chance to engage with the progression of exploration followed by making conjectures, followed by trying to prove their conjectures.

The working group will be meeting every other week throughout the spring semester, alternating between Wednesdays at 2 pm Eastern and Fridays at 11 am Eastern. We would welcome any members of the larger community who are interested in joining us for this important work.