PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
A Longitudinal Study of Mathematics Graduate Teaching Assistants’ Beliefs about the Nature of Mathematics and their Pedagogical Approaches toward Teaching Mathematics
Page: 2-522
The purpose of this research study was to explore mathematics graduate teaching assistants’ (GTA) beliefs about the nature of mathematics, their pedagogical approaches toward teaching mathematics and how these evolve over a span of a year. The GTAs participated in four open-ended interviews designed around the planning, performing and assessing framework of Speer and Kung (2009). Our preliminary analyses revealed hierarchical stages of GTA knowledge of their students as well as a separation between their ontological and pedagogical stances.