RUME 28
2026
Alexandria, Virginia
Examining Graduate TAs’ Mathematical Knowledge for Teaching in a Teaching Seminar Context
Page: 1478
Graduate mathematics teaching assistants (GMTAs) play a key role in undergraduate instruction but often begin with limited teaching experience. While they are experts in their content area, this expertise alone is insufficient for effective teaching. This study examines how participation in a graduate teaching seminar shapes GMTAs’ Mathematical Knowledge for Teaching (MKT), the kind of knowledge that blends mathematical understanding with insight into how students think and learn mathematics. Using a mixed-methods case study design, we analyzed a semester-long seminar for thirteen beginning GMTAs at a large public university. Data sources included seminar observations, interviews, course materials, and pre- and post-assessments using a modified MKT instrument. Findings indicate that GMTAs enter with highly variable MKT and that structured seminars can strengthen this knowledge by fostering reflection, discussion, and legitimate peripheral participation. Building on this work, we will pursue a design-based research project to iteratively refine the seminar curriculum and further investigate how structured support shapes GMTAs’ growth in MKT.