GeT Support

GeT Support


GeT Support

An online professional learning community to support the geometry course for teachers
GeT (Geometry for Teachers) Support is an NSF-funded project (DUE-1725837) aimed at developing a system of professional support for the improvement of the Geometry for Teachers course that preservice secondary teachers take within mathematics departments. The project was funded in 2017 for a duration of 5 years. With GeT Support, we aim to create an inter-institutional support network (The GeT: a Pencil community) for instructors of these courses that can support collective stewardship and connection-building across individual instructors. The objective of this network is to improve instructional capacity for geometry in secondary schools.


In this project, one of our aims is to learn about how GeT courses contribute to instructional capacity for secondary geometry and the perspectives of key stakeholders on its improvement. We interview and survey GeT instructors, mathematics department administrators, new teachers who took GeT, experienced teachers of geometry, school and district leaders who hire and staff high school courses, and other community members such as parents and students who have recent experience with the high school geometry course. We use the information collected to feed back into the community of GeT instructors in order to inform improvement.  In addition to conducting interviews, we are collecting data about the curriculum, instruction, and learning outcomes of GeT courses.  These efforts have included the design and administration of questionnaires and instructional logs for instructors, collection and analysis of syllabi, and administration of mathematical knowledge for teaching geometry assessments at the beginning and at the end of the course. Instructors receive periodic reports on the aggregate information as well as detailed information about their students’ outcomes in comparison with the mathematical knowledge for teaching geometry observed across a large national sample of practicing secondary mathematics teachers.

A second aim of the GeT Support project is to facilitate conversations and collaboration efforts among instructors of the university geometry course in their work to improve their courses. We started this community by hosting a two-day in-person conference in Ann Arbor which included nearly 50 professionals. During the conference, instructors shared their experiences teaching the GeT course and helped identify ways in which the course might be improved. From here, an online community emerged, where GeT instructors have been working synchronously and asynchronously in online working groups and seminars. The online working groups focus instructors’ efforts on common goals, such as identifying the mathematical knowledge needed to teach high school geometry, the learning objectives for college geometry students, a common set of axioms for teaching transformational geometry, and tasks that can be used to teach geometry for future teachers. The efforts in these groups enable the community to focus on areas for collective improvement while also allowing for individual professional growth through collaboration. In these working groups, instructors gather in monthly videoconference meetings as well as on asynchronous forums for 3 to 6 months’ time. The working groups are facilitated by experienced members of the community who support the group in setting a direction for their shared work. Like the working groups, online seminars happen synchronously every two weeks, are recorded and posted for the community’s reference, and are led by community members on topics that are of common interest. Individuals from outside the community (e.g., graduate students) are welcome to participate in these seminars and can join our mailing list. We also publish a newsletter (GeT: The News) three times a year to share news from the community and topics of common interest.

See Upcoming Seminars


Join the GeT Support Community

Interested in joining the community? Please fill out this contact form to let us know if you are eligible to become a member!

If you would like to stay up to date with the project, click the ‘GeT: The News!’ tab to sign up to the project newsletter.

Please also fill out this interest survey to join the community!

    Did you GeT: The News!?

    Started in Fall 2019, GeT: The News! Is a triennial newsletter meant to deepen bonds and share ideas within the GeT: A Pencil, an inter-institutional support network for instructors of Geometry for Teachers (GeT) courses and high school geometry teachers. Each issue includes news from the GRIP Lab about the GeT Support project as well as featured essays and news from individuals in the community. Check out a summary of our most recent issue below as well as links to view all past issues.


    Spring 2021

    Volume 2 Issue 3

    Welcome to the Spring  2021 issue of GeT: The News! Download the PDF. This issue opens with an article by Pat Herbst about the use of modeling approach geometry. Claudine Margolis offers her reflections on the SunRule as a multiplication model. Justin Dimmel explores the parallelism of sunlight and invites readers to participate in a collaborative activity that would recreate Eratosthenes’ measurement of the circumference of the Earth. Teaching GeT working group presents narratives of three GeT course student learning outcomes. Community spotlight features Laura Pyzdrowski. Also in this issue Working group leaders, Julia st. Goar and Nathaniel Miller share updates from their working groups.

    We welcome contributions from members of the GeT: A Pencil community! Activities you tried in class, things you observed your students do, reflections on your experience teaching, thoughts on what the GeT course should include . . .  any of these and others would be fair game to write about. Consider the length of the articles in this issue as examples of how long your piece could be. To pitch your idea, email us at GRIP@umich.edu.

    We hope that you enjoy this issue and will consider contributing an essay in the future (details on pg. 3). We also welcome any feedback about the newsletter: GRIP@umich.edu.


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    Past Issues

    Volume 2

    Winter 2021

    Issue 2

    Fall 2020

    Issue 1

    Volume 1

    Spring 2020

    Issue 3

    Winter 2020

    Issue 2

    Fall 2019

    Issue 1

    Coming Soon

    Publications related to this project

    Tensions in teaching mathematics to future teachers: Understanding the practice of undergraduate mathematics instructorsMilewski A, Ion M, Herbst P, Shultz M, Ko I, Bleecker HMilewski, A., Ion, M., Herbst, P., Shultz, M., Ko, I., Bleecker, H. (2019). Tensions in teaching mathematics to future teachers: Understanding the practice of undergraduate mathematics instructors. Paper presented at the Annual Meeting of the American Educational Research Association, Division K-Teaching and Teacher Education, April 2019, Toronto, CANADA.2019
    Developing practical measures to support the improvement of geometry for teachers coursesIon M, Herbst P, Margolis C, Milewski A, Ko IIon, M., Herbst, P., Margolis, C., Milewski, A., and Ko, I. (2019, November). Developing practical measures to support the improvement of geometry for teachers courses. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (Eds.). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 352-359). St Louis, MO: University of Missouri.2019
    What influences do instructors of the geometry for teachers course need to contend with?Herbst P, Milewski A, Ion M, Bleecker HHerbst, P., Milewski, A., Ion, M.*, and Bleecker, H. (2018, October). What influences do instructors of the geometry for teachers course need to contend with? In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenvile, SC: University of South Carolina.2018
    This material is based upon work supported by the National Science Foundation under Grant DUE–1725837. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.