RUME 25
2023
Omaha, Nebraska
Professed Beliefs of a Teaching Assistant of an Introductory Proof Course
Page: 1051
It is known that teachers’ beliefs influence how they filter new knowledge and understanding of pedagogies and can directly impact their classroom practices. Moreover, the context can shape beliefs, and thus it is imperative to examine the beliefs of teaching assistants (TAs) of introductory proof courses because they play important roles in supporting student learning at this crucial mathematical junction. This preliminary study explored the professed beliefs of Lisa, a second-year, mathematics doctoral student. We qualitatively analyzed her responses in a semi-structured interview - with a particular emphasis on exploring her beliefs about teaching and beliefs about introductory proof courses. Overall, she believed that introductory proof courses pose new challenges and demands for undergraduate students. We saw connections to her beliefs about how TAs should deliver content and support students. Critical examination of TAs’ beliefs can inform how mathematics departments prepare graduate students to be teaching assistants.