Transformation Group Update

by Steve Boyce

In the spring of 2025, the transformation group mainly focused on elaborating on a sequence of lessons that GeT instructors could insert into their course to teach the proof of the Side-Angle-Side (SAS) triangle congruence criterion from a transformation perspective. In the fall 2024 semester, Kevin McLeod incorporated a version of the SAS lesson sequence into his GeT course, and the group has been discussing how this iteration of the lesson went for the purposes of modifying the SAS sequence and identified ways to enhance the lesson plan materials to be more suitable for (novice) instructors. We have also been making progress on an observation protocol to use in lesson studies more generally. Group members have continued to write reflections after each meeting so that the group can later take a broader look at how the process of collaborating to create and modify the SAS lesson sequence and the observation protocol have gone. We anticipate continuing this work into the summer.

Because our regular facilitator, Julia St. Goar (st*****@*******ck.edu), is currently on leave, you can reach out to our temporary facilitator, Steve Boyce (sb****@*dx.edu) for more information.

Thursday Working Group Update

by Mara Markinson

The Thursday working group has met several times since the last newsletter. We explored the connections between the tasks developed by members of the ESLO Working Group during the 2023-2024 academic year and SLO 6. Our group is comprised of university mathematics professors, university mathematics teacher educators, and high school geometry teachers. At each meeting, we have focused on one task and discussed ideas for implementation, specifically related to technology. Our last meeting of the semester will be on May 15, 2025.

Wednesday Working Group Update

by Robert Bell

The Wednesday GeT Working group continued to discuss SLO 9: Non-Euclidean Geometry and, to a lesser extent, SLO 4: Axioms & Models. We discussed three of the GeT Book chapters (19, 26, and 27) in detail. These chapters focused on how to motivate the inclusion of non-Euclidean geometry in GeT courses; in particular, the articles included specific recommendations for physical models for classroom use, how to connect the more familiar spherical geometry with hyperbolic geometry, and further examples of non-Euclidean geometries such as taxicab geometry. The consensus was that there are many wonderful and detailed ideas in these articles and in many other resources that individuals in the group were familiar with. However, specific classroom modules or activities seem to not be easily accessible in a common location. So, we raised the question of whether our group might attempt to consolidate and organize these resources. Some in our group will not be able to continue in the fall. We would love to include additional community members in this group.