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The Geometry Study Group on Geometry in the Curriculum is cooperatively organized by the Department of Mathematics and the Department of Mathematics and Science Education at the University of Georgia. Faculty, visiting faculty, and graduate students from both departments meet weekly to discuss curriculum issues related to geometry.

March 1, 2006

Sybilla Beckmann Kazez, University of Georgia
NCTM's Forthcoming Curriculum Focal Points for Grades PreK - 8
The National Council of Teachers of Mathematics (NCTM) is preparing curriculum focal points for mathematics instruction in grades PreK - 8, to be released in April. Currently, state and local districts have developed a wide variety of mathematics curricula, with little consensus as to placement and emphasis of topics. As a result, the general mathematics curriculum in the United States has been described as ``a mile wide and an inch deep''. The curriculum focal points are intended to serve as framework for a PreK - 8 mathematics curriculum and should inform the next versions of state mathematics standards. We will examine and discuss draft versions of these curriculum focal points.

February 22, 2006

Tom Banchoff, Brown University
Internet-Based Visualization in Undergraduate Mathematics
Tom Banchoff will talk about his use of JAVA applets in teaching multivariable calculus at UGA and at Brown University. This software, which was developed by undergraduates at Brown, provides an interactive user-friendly environment for the visualization of surfaces. Moreover, the software can be implemented in any internet browser.

February 8, 2006

Tom Banchoff, Brown University
Teaching 3-Dimensional Geometry
Tom Banchoff's talk will complement Clint McCrory's talk (Feb. 1) on teaching 2-dimensional geometry with Geometer's Sketchpad. He will discuss some of the 3-dimensional geometry in the new Georgia Performance Standards. He will further discuss the ideas presented in his MESA talk February 6 (new geometry "toys" from Holland, slicing solids, etc.), and he will report on the MATH 5210/7210 geometry class he and Clint are teaching this semester.

February 1, 2006

Clint McCrory, University of Georgia
Teaching Geometry with Geometer's Sketchpad
I'll describe the geometry sequence (MATH 5200/7200 - 5210/7210) I've developed over the last eight years. In particular I will discuss the role of the software Geometer's Sketchpad (GSP) in these courses. This tool can be used to enhance the classical theorem/proof approach to geometry in exciting ways. In particular GSP provides a fresh look at ruler and compass constructions, measurement, and dynamic geometry. I will invite discussion by voicing strong opinions about the right and wrong ways to use GSP.

January 25, 2006

Bradford Findell, University of Georgia
What and Where Are the Geometry Ideas in the Georgia Performance Standards?
In July 2004 and May 2005, the Georgia Board of Education approved new standards for K-12 mathematics in Georgia. The Georgia Performances Standards (GPS) are being phased in over the next few years. The most obvious change is that high school mathematics is now "integrated," in the sense that geometry and algebra appear in every course, along with statistics and data analysis, rather than as separate courses. These new expectations raise several important questions:
* What opportunities do these new standards provide for better learning?
* What is involved in real integration of geometry, algebra, and other content? Teachers might teach separate units within a course.
* If high school teachers believe that higher education places a priority on algebra, what is the danger that geometry will receive less attention than it receives now?
* What about teachers who currently call themselves geometry teachers? How might they respond? What about teachers who prefer not to teach geometry?
* Where is mathematical proof in the GPS?
* Are important geometric ideas missing from the GPS?
* Is three-dimensional thinking given appropriate attention?
After a short background presentation about the GPS, seminar participants will engage in these questions with the aim of generating goals and themes for the present study group and for workshops to be organized this spring at UGA by the Department of Mathematics and the Department of Mathematics and Science Education.