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Award ID contains: 1744139

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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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    Accepted Manuscript Full Text Available
  2. (, Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Otten, S. (Ed.)
    The need for research-based professional development programs for mathematics graduate students is significant, yet few studies have investigated their development 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. Participants 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 the developmental stages for teaching and context and methods of the study. We present general findings on the experiences that mathematics graduate students did not move past a certain developmental stage and we present specific findings about one mathematics graduate student who experienced significant growth in her teaching. 
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    Accepted Manuscript Full Text Available
  3. (, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education)
    Despite their impact on undergraduate learners, few studies have investigated mathematics graduate teaching assistants’ (MGTAs) needs for professional development as they learn about teaching. In this study, we surveyed and interviewed MGTAs longitudinally as they progressed through their graduate programs. With surveys and interviews, we aimed to capture changes in MGTAs’ views of mathematics and teaching, whether they felt that they received adequate support, and what other support they feel they needed to grow as teachers. Using two phases of thematic analysis, we found several issues that interrupted MGTAs’ progress as teachers. 
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    Accepted Manuscript Full Text Available
  4. (, Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education)
    Despite their impact on undergraduate learners, few studies have investigated mathematics graduate teaching assistants’ (MGTAs) needs for professional development as they learn about teaching. In this study, we surveyed and interviewed MGTAs longitudinally as they progressed through their graduate programs. With surveys and interviews, we aimed to capture changes in MGTAs’ views of mathematics and teaching, whether they felt that they received adequate support, and what other support they feel they needed to grow as teachers. Using two phases of thematic analysis, we found several issues that interrupted MGTAs’ progress as teachers. 
    more » « less
    Accepted Manuscript Full Text Available