RUME 28
2026
Alexandria, Virginia
Setting and Sustaining Intentions: Two Stories of MGTAs’ Growth as Instructors
Page: 704
Mathematics graduate teaching assistants (MGTAs) often teach or support undergraduate courses and can have a significant impact on learners’ experiences in mathematics. However, professional development (PD) programs rarely provide MGTAs with supportive, extended opportunities to learn about, enact, reflect on, and grow in evidence-based teaching practices. We designed a multi-year PD program for MGTAs focused on engaging students in mathematics and enacting equity-focused practices. We analyzed multiple sources of data to investigate shifts in MGTAs’ teaching practices using principles of the PD. Applying the Theory of Planned Behavior, we describe the growth of two participating MGTAs. Both participants set and sustained intentions, modified their behaviors to align with their intentions to support engaging group work and empower women, respectively, and experienced positive shifts in their attitude and perceived behavioral control. Key implications include the importance of opportunities for MGTAs to reflect on their intentions and teaching practices in long-term PD.