PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Seminars to Support Learning Assistants in Mathematics
Page: 1732
This poster reports on the design and implementation of a series of seminars to support undergraduate learning assistants (ULAs) working in university mathematics courses. The ULAs participating in this study work as tutors and classroom assistants in early college mathematics courses through Calculus 2. The seminars support ULAs to more fully understand their roles and to consider ways that they can improve equity and access for all students in their classes. The work is grounded in the perspective that learning is a sociocultural process (Lave, 1991) and that students’ learning is significantly impacted by opportunities to participate in actively doing mathematics (Laursen, 2014; Freeman et al, 2014). This project strives to answer research questions related to understanding how ULAs conceptualize teaching for equity and access, how conceptualizations change through participation in seminars, and how these conceptualizations are related to students’ experiences in mathematics classes.