RUME 27
2025
Alexandria, Virginia
Exploring Undergraduate Student Survey Responses About Engaging and Inclusive Experiences With ELITE PD MGTAs in Their Mathematics Courses
Page: 1339
We focus on equitable and inclusive teaching practices in a professional development program (PD) for mathematics graduate teaching assistants (MGTAs). In doing so, we hope that MGTAs will grow to improve the experiences of their students. We analyzed over 1200 undergraduate surveys corresponding to nine MGTAs in our PD program. We completed statistical analyses by comparing means in two ways: (1) the aggregate data for each term and (2) for the individual MGTAs for each term. In the first analysis, we found a statistically significant improvement in scores from the first term to the last term of an academic year. However, for the second analysis, when we analyzed the means of each MGTA’s survey responses, we found that two of nine MGTAs had decreased scores over the course of the academic year. Ongoing research is investigating the extent to which experiences improved for different subpopulations of students within MGTAs’ classrooms.