PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
The Ways Graduate Teaching Assistants Learn to Teach Through Various Professional Development Interactions
Page: 1470
Across the nation, there is increased national interest in improving the way mathematics departments prepare their GTAs. However, without an understanding of how GTAs interpret and make sense of various teaching practices, we are working without all of the information. I report preliminary results on the ways in which the understandings of GTAs of various teaching practices changed over a term. With this analysis, we will be able to better understand how to better support GTAs with their teaching in the future. The research presented here represents the start of an increased understanding of how GTAs form their own teaching practices.