The Teaching GeT working group has been making a lot of progress! Over the summer, we wrote an article about the essential Student Learning Objectives (SLOs) for GeT classes that we have been developing. This article has been submitted to AMTE Professional Book Series, Vol. 5: Reflection on Past, Present and Future: Paving the Way for the Future of Mathematics Teacher Education.

In writing this paper, we revised the SLOs. Here is the latest version.

All GeT courses should prepare pre-service teachers (PSTs) to:

1. Proofs Derive and explain geometric arguments and proofs.
2. Critique Reasoning  Evaluate geometric arguments and approaches to solving problems.
3. Secondary Geometry Understanding Understand the ideas underlying current secondary geometry content standards and use them to inform their own teaching.
4. Axiomatic Systems Understand the relationship between axioms, theorems, and different geometric models in which they hold.
5. Definitions Understand the role of definitions in mathematical discourse.
6. Technologies Effectively use technologies to explore geometry and develop understanding of geometric relationships. 
7. Euclid 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 carry out basic Euclidean constructions and justify their correctness.
9. Non-Euclidean Geometries Compare Euclidean geometry to other geometries such as hyperbolic or spherical geometry.
10. Transformations Use transformations to explore definitions and theorems about congruence, similarity, and symmetry.

• Process Objectives: All GeT courses should give PSTs many chances to experience and develop proficiency with the mathematical process skills of problem solving, oral and written communication of mathematical ideas, and productive collaboration. They should also have opportunities to engage with the progression of geometric exploration followed by conjecturing and construction of arguments.

Included in the submitted paper are one paragraph executive summaries of each of these SLOs. The group is still working on writing longer narratives for each of these. (Two of these are included elsewhere in this newsletter.) Eventually, our plan is for the SLOs, summaries, and narratives to all go up on a website where people can refer to them. Our thought is that these will continue to be a living document, so that as more practitioners interact with them, they can continue to evolve to better reflect the ideas and needs of the community of GeT educators.

We have been meeting every other week, and we would welcome anyone who is interested to join us.  Anyone who is interested in joining us or has any questions about this work can contact me at na**************@**co.edu.