PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Building GTAs’ knowledge & motivation to promote equity in undergraduate mathematics
Page: 1209
Promoting equity in undergraduate mathematics education is of vital importance, yet has received considerably less attention than equity in K-12 mathematics. The current study focuses on a pedagogical training program for graduate teaching assistants’ (GTAs), which emphasizes equity in their teaching of undergraduates. The study examines GTAs’ journals and open-ended survey responses, including their definitions of equity and the ways they promote equity in their classrooms. The research will foster discourse about ways of promoting equity in undergraduate mathematics and about professional development for undergraduate mathematics instructors.