RUME 27
2025
Alexandria, Virginia
Mathematics Graduate Teaching Assistants’ Evolving Equity Conceptions: Three Profiles From Professional Development
Page: 1371
This study investigates mathematics graduate teaching assistants' (MGTAs) conceptions of equity based on activities from professional development (PD) focused on active learning, inclusivity, and equity. Using Gutierrez’s (2008; 2009) four dimensions of equity (access, achievement, identity, and power), we analyzed survey data collected from MGTAs. These findings led us to create three MGTA profiles: Resource Advocacy, Asset-Based Collaboration, and Resilient Problem-Solving. These findings inform future PD design to enhance engagement with equity issues in mathematics education.