PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Exploring mathematics graduate teaching assistants’ developmental stages for teaching
Page: 1133
Traditional training programs that address mathematics graduate teaching assistants’ (MGTAs)teaching practices are offered when they first arrive to campus, when they have little, if any,teaching experience. However, not much research has investigated how MGTAs’ thinking about andfacility with teaching change over the course of their graduate programs and, consequently, howtheir need for training changes over time. The goal of this study is to understand MGTAsdevelopmental stages for teaching and how understanding these stages can inform the creation of amulti-year training program. Eleven MGTAs from a large, doctoral granting institution weresurveyed and interviewed over the course of an academic year. Survey and interview responses wereexamined using a specific model of teacher development. Preliminary analyses, suggestions formulti-year MGTA training programs, and questions for future research are discussed.Keywords