PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Mathematics Graduate Teaching Assistants’ Growth as Teachers: An Unexamined Practice
Page: 626
In recent years, providing teaching professional development for graduate teaching assistants has become more common in mathematics departments in the US. Following this trend, mathematics education researchers have begun to conduct studies on professional development programs and on graduate students as novice teachers. The purpose of this literature review is to examine the current status of research in this field and make recommendations for future research on graduate teaching assistants and professional development. In examining the literature, we utilize an existing framework for collegiate teaching practices and focus on studies that attended to growth. As a result of this literature review, we recommend that researchers begin developing models or theories for how and why graduate students grow as teachers.