PROCEEDINGS OF THE 19TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2016
Pittsburgh, Pennsylvania
A proposed framework for tracking professional development through GTA’s
Page: 1107
There are several different models of graduate teaching assistant programs in mathematics departments across the nation (Ellis, 2015). One particular public university has recently reformatted their calculus program toward a peer-mentor model and this is the first year of implementation. In the peer-mentor model, there is a lead TA who serves as a support for the other TAs in the program. Because of this, the professional development in which the TAs are engaged is formally directed by both faculty and a peer. We are interested in discussing a framework known as the Vygotsky Space as a methodology for tracking the appropriation and sharing of pedagogical practices among those responsible for calculus instruction.