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Award ID contains: 1937512

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  1. ; ; ; ; ; (, The Special Interest Group of the Mathematical Association of America (SIGMAA) for Research in Undergraduate Mathematics Education)
    Cook, Samuel; Katz, Brian; Moore-Russo, Deborah (Ed.)
    Authors of this proposal are members of an inter-institutional working group focused on the teaching and learning of transformations in college geometry courses taken by prospective secondary teachers. After exploring axioms and definitions for transformational geometry in our courses, we decided to shift to identifying not just what, but how students were learning about transformations in our courses. To explore this, we began a lesson study (Boyce et al., 2021). In this report, we discuss our engagement in the lesson study, its outcomes, and new directions. 
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    Accepted Manuscript Full Text Available
  2. ; (, PRIMUS)
    null (Ed.)
    Undergraduate mathematics instructors are called by many cur- rent standards to promote prospective teachers’ learning of geometry from a transformation perspective, marking a change from previous standards. The novelty of this situation means it is unclear what is involved in undergraduate learning and teaching of geometry from a transformation perspective. To approach this problem, we illustrate how specific in-class activities and design principles might help prospective teachers make conceptual links between congruence proofs and a transformation approach to geometry. Additionally, to illustrate these activities for instruc- tors, we provide examples of prospective teachers’ work on some of these problems. 
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