RUME 27
2025
Alexandria, Virginia
What Makes Content Knowledge Specialized: A Case Study of Graduate Teaching Assistants’ Mathematical Knowledge for Teaching
Page: 84
As the push for active learning pedagogies in undergraduate mathematics continues, research into the teaching practices of graduate student instructors (GSIs) has expanded significantly. This paper presents findings from a multiple-case, descriptive case study of the demonstrated mathematical knowledge for teaching (MKT) of GSIs within the context of active learning Precalculus lessons. This study aims to bridge the theoretical and practical distinctions between the MKT knowledge domains as they are used by GSIs in their teaching practice. Practical implications for the professional development offered to GSIs, as well as theoretical implications for studying the MKT construct in post-secondary settings, are discussed.