PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
A glimpse of change in GTA PD programs in U.S. mathematics departments
Page: 1105
As part of an ongoing effort to understand how mathematics departments in the U.S. can better support graduate students teaching in precalculus and calculus courses, we are interested in investigating plans (or potential plans) departments are making toward improving their graduate teaching assistant (GTA) professional development (PD) programs. Contributing to a larger national project of first-year mathematics, this study looked at mathematics departments’ survey responses to three items regarding changes to GTA PD programs. Out of the 223 departments that responded to the survey 66 of them indicated some level of plans of change to their program. For those schools, we analyzed the open-ended responses elaborating on the current status of the GTA PD program and found several noticeable themes regarding changes or plans to change their programs.