PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
An investigation of beginning mathematics graduate teaching assistants’ teaching philosophies
Page: 815
This qualitative study is an investigation of the teaching philosophies of beginning mathematics graduate teaching assistants (MGTAs). The study considered the cases of two domestic and two international MGTAs. Three teaching philosophy statements from each of the participants were collected at three different stages of a semester-long teaching assistant preparation program (pre-service phase). Three one-on-one interviews were conducted with each participant in the following four semesters (in-service phase) after the conclusion of the pre-service preparation program course. These audio-recorded interviews were transcribed and analyzed using the constant comparative method. Beginning teaching philosophies of these participants and how their philosophies changed over time, during both the pre-service and the in-service phases, will be briefly discussed. The factors that influenced their teaching philosophies in both phases will also be discussed.