RUME 26
2024
Omaha, Nebraska
Is There an Interrelation Between Graduate Students’ Teaching of Undergraduate Courses and Their Own Learning of Advanced Mathematics?
Page: 1444
A professional role of mathematics graduate students is complex, as it entails being simultaneously a student, a teacher, and a researcher. While performing duties required by the three roles, an inquiry about the existence of relations between them arises. Hence, the goal of this poster is to build and discuss a model “Interrelation Between Graduate Students’ Teaching and Learning Mathematics”. Using Schoenfeld’s (2015) framework (ROGs), the proposed model suggests the impact of graduate students’ studying of advanced mathematics on their teaching, as they use their previously acquired knowledge to shape their decisions for lecturing, problems presented and solved, and responding to students’ questions. In addition, Ball et al.’s (1998) (PCK) framework is utilized to suspect an influence pedagogical content knowledge has on the way graduate students perceive and solve challenging mathematical problems.