We’ll explore how polyhedra can fit within the Geometry for Teachers (GET) course, including motivations for their inclusion, examples of instructional activities, and student responses. We will also share classroom-tested resources for incorporating polyhedra into GET courses.

When scholars wrote that mathematics is “unreasonably effective”, they meant the application of mathematical structure for the doing of the sciences; but what about for the teaching of mathematics in and for the sciences? In this talk, I will give (emerging) ways to view the time-and-again press for more applications in mathematics education, and how […]

The role of diagrams in geometric proofs has often been misunderstood, with many authors saying that diagrams should properly have no role in correct proofs. However, diagrams can be correctly used in geometric proofs as long as the rules that govern their use are understood. In this talk, I will discuss my work creating a […]

In this hands-on session, we’ll briefly survey current AI platforms and then put them to the test with geometry-specific problems. We’ll explore their strengths and weaknesses together, followed by a group discussion on practical strategies for using AI as a productive learning tool in the geometry classroom.

This presentation will focus on the TIGER-AP – the online Community of Practice (CoP) of secondary (Grades 6-12) geometry teachers from New Hampshire and Florida. TIGER-AP occurred between January and April 2025, in which about 20 teachers met once a month for two hours. The CoP encouraged geometry teachers to strengthen their technological pedagogical content […]

GeoGebra enables students to dynamically explore geometric figures, preserving dependency relationships to reveal invariants and deepen understanding. In our active learning classroom, students engage with GeoGebra to investigate Euclidean, spherical, hyperbolic, and taxicab geometries. I’ll share how GeoGebra facilitates mathematical discovery, transitioning from visual exploration to formal proofs. Additionally, I’ll discuss the interplay between GeoGebra […]

In this seminar, researchers from the GRIP LAB at the University of Michigan will present ongoing work on “Anticipating Student Work,” a virtual teaching simulation designed to support mathematics teachers in selecting student work for classroom discussions in problem-based instruction. The simulation’s context is a geometry lesson, in which a problem about a circle is […]

The GeT Student Learning Objectives (SLOs) assert that non-Euclidean geometry is an essential component of a GeT course. We recognize that GeT instructors may have different levels of knowledge of and experience with non-Euclidean geometry, and that the subject can be daunting. In this seminar, we discuss concrete ways for instructors to incorporate non-Euclidean geometry […]

Every instructor’s choice of pedagogy influences their students, and the future secondary teachers among those students may be absorbing lessons beyond the apparent course content. It is thus important for instructors to utilize effective pedagogy that will serve as good models for those students as they become teachers themselves. In this seminar, we present a […]

We present a series of historical discussions and tractable experiments that explore scale in math and science. In particular, we trace the historical debate over one of Legendre’s proposed proofs of Euclid’s fifth postulate in which he, amazingly, uses arguments of dimensional analysis to prove the existence of similar triangles—triangles of the same shape but […]