Students see that geometric transformations—dilation and translation—correspond to algebraic parameters—m and b—in the familiar equation for a linear function.

This is a presentation of the history, development, and philosophical significance of non-Euclidean geometry as well as of the rigorous foundations for it and for elementary Euclidean geometry, essentially according to Hilbert. Appropriate for liberal arts students, prospective high school teachers, math. majors, and even bright high school students. The first eight chapters are mostly accessible to any educated reader.

This is an engaging textbook for a college geometry course. It would be an appropriate text to use in a course for prospective middle and high school teachers. It covers, as the title suggests, both Euclidean and transformational geometries in some depth. For instructors requiring an introduction to axiom systems, the Appendix is a solid introduction to Basic Notions, including a set of axioms that are equivalent to Euclid’s Five Postulates.

Planar Euclidean Geometry including triangles, polygons, circles, area, and constructions with a compass and straightedge. Emphasis is placed on the role of definitions and proving theorems via the axiomatic method.

This edition of Euclid’s Elements presents the definitive Greek text—i.e., that edited by J.L. Heiberg (1883– 1885)—accompanied by a modern English translation, as well as a Greek-English lexicon.

Presented as an engaging discourse, this textbook invites readers to delve into the historical origins and uses of geometry. The narrative traces the influence of Euclid’s system of geometry, as developed in his classic text The Elements, through the Arabic period, the modern era in the West, and up to twentieth century mathematics. Axioms and proof methods used by mathematicians from those periods are explored alongside the problems in Euclidean geometry that lead to their work.

Module 7 of the MVP series that relies on discussion-based lessons covering application and modeling of geometric concepts.

The 7 chapters in the Geometry materials engage learners with how dynamic approaches to geometry can change the ways students understand concepts such as properties of polygons, transformations, similarity, and symmetry.

Continuing its tradition of mathematics education leadership, NCTM has undertaken a major initiative to define and describe the principles and actions, including specific teaching practices, that are essential for a high-quality mathematics education for all students.

Content review is a deep dive into the resources from the learner’s perspective to determine suitability and accessibility of the materials for a group of learners based on the learners’ analysis and the rigor of the standard(s). Instructional trouble spots are identified through the content review. Instructional trouble spots are where students may have difficulties in learning. The teacher needs to address and plan for trouble spots in the content area and instruction.

This microcredential represents educators' effective and consistent connection of geometry content to other mathematical topics. This is the last of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' effective implementation of the vertical alignment of Geometry standards and how this relates to student learning. This is the second of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' understanding and implementation of history and proof in the classroom. This is the fifth of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' implementation of lesson planning and identifying student misconceptions in the classroom. This is the fourth of six required microcredentials for the Geometry in Secondary Mathematics stack.

This piece is focused on showcasing a teacher’s mastery and understanding of the Conceptual Underpinnings of Geometry Pedagogy in the classroom. This is the third of six required microcredentials for the Geometry in Secondary Mathematics stack.

This microcredential represents educators' effective and consistent use of technology as a part of geometry instruction.

The Utah Core Standards define what students should understand and be able to do in their study of mathematics. These standards are aligned to scientifically based content standards. They drive high quality instruction through statewide comprehensive expectations for all students. The standards outline essential knowledge, concepts, and skills to be mastered at each grade level or within a critical content area. The standards provide a foundation for ensuring learning within the classroom.

How do districts ensure that what is taught and tested in classrooms aligns with the state standards and assessment? One approach is through vertical alignment of the district’s written curriculum with state standards and assessments. Vertical alignment articulates the logical, consistent order for teaching the standards based content in a subject area from one grade level or course to the next.

In Mathematics, perhaps more than any other subject, it is absolutely essential we ensure that our curriculum is vertically aligned within our elementary schools. Vertical alignment helps us to make sure that teachers within a school or district are on the same page with their curriculum. Teachers work together to ensure that their strategies and content help to prepare students for higher level material.