
06679011
a
Lai, Yvonne
Smith, Wendy M.
Wakefield, Nathan P.
Miller, Erica R.
Goar, Julia St.
Groothuis, Corbin M.
Wells, Kelsey M.
Characterizing mathematics graduate student teaching assistants' opportunities to learn from teaching.
Dewar, Jacqueline (ed.) et al., Mathematics education. A spectrum of work in mathematical sciences departments. Cham: Springer (ISBN 9783319449494/hbk; 9783319449500/ebook). Association for Women in Mathematics Series 7, 7388 (2016).
2016
Cham: Springer
EN
C30
C70
postsecondary professional development
mathematics teacher growth
reflective practitioner
graduate teaching assistants
TA development
doi:10.1007/9783319449500_6
Summary: 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 TAs can connect observations and future teaching, but that the connections vary in quality. Our analysis suggests future revisions to TA development programs, which we discuss in the conclusion.