PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
The lead TA influence: Teaching practices focused on for an active learning classroom
Page: 1336
Across the nation, there is increased national interest in improving the way mathematicsdepartments prepare their GTAs. In particular, this research focuses on how the mentor GTAs inthe graduate teaching assistant program under consideration share effective teaching practicesand how this effects changes in the teaching practice of GTAs. I report preliminary results onhow the focus of particular teaching practices of mentor GTAs (known as lead TAs) change overthe period of one term through their participation in professional development. With anunderstanding of the differences and the similarities between the focuses of the lead TAs, ananalysis of the differences between the Calculus I and II GTAs will become more apparent. Theresearch presented here represents the start of an increased understanding of how GTAs formtheir own teaching practices.