PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Exploring the Pedagogical Empathy of Mathematics Graduate Teaching Assistants
Page: 1352
Mathematics graduate teaching assistants (GTAs) are an important part of the mathematics education community. Recently, there has been a concentrated effort to better understand GTAs' pedagogical beliefs and teaching practices. The purpose of this study is to explore how GTAs would respond to student feelings and if their feedback to student questions can be characterized as attending to emotion. Data was collected through interviews of current GTAs in which participants were shown samples of student work and asked to respond to questions about that work. Preliminary analysis has revealed varying abilities of GTAs to express student feelings.