id: 06058464
dt: j
an: 2012d.00111
au: Beisiegel, Mary; Simmt, Elaine
ti: Formation of mathematics graduate students’ mathematician-as-teacher.
so: Learn. Math. 32, No. 1, 34-39 (2012).
py: 2012
pu: FLM Publishing Association, c/o University of New Brunswick, Faculty of
    Education, Fredericton, NB; Canadian mathematics education study group
    - CMESG (Groupe Canadien d’étude en didactique des mathématiques -
    GCEDM), [s. l.]
la: EN
cc: B50 C29
ut: graduate students; teaching assistants; preservice teacher education;
    identification; student experience; teacher student relationship;
    reader text relationship; educational practices; higher education
ci: 
li: http://flm-journal.org/index.php?do=details&lang=en&vol=32&num=1&pages=34-39
ab: Summary: In this article, we explore the influence of mathematics graduate
    students’ experiences with the teaching assistantships and texts that
    they encounter in their programs on their development and identity as
    teachers. We look to von Foerster’s notion of trivial and non-trivial
    machines to interpret the graduate students’ experiences and explain
    how their identities begin to resemble their professors, and how their
    understandings of teaching point to the replication of the texts and
    practices they encounter. We then rely on Caputo’s notion of the
    remainder to see how graduate students subtly “carve out an identity
    for themselves.”
rv: