RUME 28
2026
Alexandria, Virginia
Mathematics Graduate Teaching Assistants’ Discourse in College Algebra: The Case of Anthony
Page: 232
Graduate Teaching Assistants (GTAs) play a critical role in undergraduate mathematics, often serving as instructors of record with limited preparation for teaching. This paper examines the case of Anthony, a College Algebra GTA participating in a semester-long professional development seminar focused on anticipating student strategies, planning purposeful questions, and reflecting on teaching. Across three observations, Anthony’s lessons shifted from lecture-heavy explanations to student-centered problem solving, supported by targeted guiding questions. Monitoring charts from Anthony’s planning and post-lesson debriefs revealed how his instructional decisions were shaped by prior beliefs about student-centered learning and contextual pressures such as pacing demands and coordinator feedback. This case study provides insight into the tensions GTAs face in balancing explanation and inquiry and illustrates how professional development can support incremental shifts toward more student-centered mathematics instruction.