Applied Mathematics Commons^™

Characterizing Mathematics Graduate Student Teaching Assistants’ Opportunities To Learn From Teaching, Yvonne Lai, Wendy Smith, Nathan Wakefield, Erica R. Miller, Julia St. Goar, Corbin M. Groothuis, Kelsey M. Wells

Department of Mathematics: Faculty Publications

Exemplary models to inform novice instruction and the development of graduate teaching assistants (TAs) exist. What is missing from the literature is the process of how graduate students in model professional development programs make sense of and enact the experiences offered. A first step to understanding TAs’ learning to teach is to characterize how and whether they link observations of student work to hypotheses about student thinking and then connect those hypotheses to future teaching actions. A reason to be interested in these connections is that their strength and coherence determine how well TAs can learn from experiences. We found …