RUME 26
2024
Omaha, Nebraska
“Acknowledging Students as Humans First and Students Second”: Mathematics Graduate Teaching Assistants’ Conceptions of Equity
Page: 501
This paper explores the intersection of two critical areas in undergraduate mathematics education: the pursuit of diversity, equity, inclusion, and accessibility (DEIA) in mathematics classrooms and the understanding of equity by mathematics graduate teaching assistants (MGTAs). MGTAs play a pivotal role in teaching undergraduate mathematics courses, yet their grasp of equitable teaching practices remains underexplored. In this study, we investigate 21 MGTAs’ conceptions of equitable teaching. The results indicate the importance of considering the critical axis of Gutiérrez’s (2009) equity framework. Ultimately, the findings offer insights into MGTAs’ conceptions of equitable teaching, providing a foundation for developing effective professional development programs and advancing DEIA efforts in mathematics.