PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Mathematics graduate teaching assistants’ development as teachers: Complexity science as a lense for identifying change
Page: 897
Mathematics Graduate Teaching Assistants (MGTAs) are both current and future teachers of college mathematics, but there is limited research investigating their growth as teachers. To create better professional development for training MGTAs, we first need to understand how they learn to teach. This study aims to identify why MGTAs change their teaching practices and what factors influence their development as teachers. Survey, group interview, and individual interview data from seven MGTAs at a doctoral-granting university were analyzed deductively using complexity science as a framework.