RUME 28
2026
Alexandria, Virginia
Using AI to Adapt Secondary Mathematics Discourse Frameworks for Graduate Teaching Assistant Development
Page: 1484
Graduate teaching assistants (TAs) play a pivotal role in undergraduate mathematics education, yet few pedagogical resources are designed specifically for this audience. This project addresses that gap by using artificial intelligence to adapt discourse-based case studies originally developed for secondary mathematics teachers into calculus-specific vignettes for TA training. The resulting “Calculus Transcripts” simulate authentic instructional challenges—such as navigating authority, eliciting student reasoning, and fostering discussion in recitation settings—while preserving the integrity of evidence-based pedagogical principles. This poster will share the adaptation process, examples of the AI-generated transcripts, and reflections from pilot implementation in a semester-long TA training course. Preliminary findings suggest that, while the AI-generated materials required refinement to better represent authentic student reasoning, they show promise as a scalable approach to developing research-informed professional development resources that bridge K–12 and undergraduate mathematics teaching communities.