PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Graduate Teaching Assistants’ Evolving Conceptualizations of Active Learning
Page: 1660
Graduate teaching assistants (GTAs) play a critical role in undergraduate mathematics education, but most have no experience using active learning to promote higher-order thinking. This research investigates how beginning GTAs conceptualize active learning and how these understandings evolve as they engage in a teaching program. This poster describes the program, as well as the evolution of and variation in GTAs’ conceptualizations and uses of active learning.