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Creators/Authors contains: "Beisiegel, B."

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  1. (, Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    null (Ed.)
    As the field of professional development for mathematics graduate students evolves, there is a need for research studies that examine how mathematics graduate students develop as teachers. This study aims to fill this gap in the research by studying mathematics graduate students’ experiences with teaching as they progress through their graduate programs. Mathematics graduate students were recruited from a large university mathematics department. They were responded to surveys and were interviewed semi-annually for two or more years. We analyzed their responses using thematic analysis and a framework that captured their development as teachers. In this report, we describe a framework for teachers’ development and context and methods of the study. We present findings on how the framework elucidated mathematics graduate students’ development as teachers and illustrate obstacles to their development. 
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