Graduate teaching assistants' enactmentment of reasoning and proving tasks in a content course for elementary teachers
By: Rogers, Kimberly.
Contributor(s): Steele, Michael D.
Material type:
ArticleDescription: p.372-419.Subject(s): Gradute teaching assistants | Preservice elementry teachers | Proof | Reasoning | Teaching Practice | Undergradute teacher preparationOnline resources: Click here to access online
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Summary: Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, the authors examine 6 teaching assistants’ teaching practices in the context of a geometry content course for preservice teachers by focusing on their enactment of reasoning-and-proving tasks. This investigation into teaching assistants’ teaching practices identifies factors associated with their enactment of reasoning-and-proving tasks (e.g., generating student participation). This research has implications for professional development to support college mathematics instructors’ teaching.
| Item type | Current location | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|
| Journal Article | Available | AR3238 |
Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, the authors examine 6 teaching assistants’ teaching practices in the context of a geometry content course for preservice teachers by focusing on their enactment of reasoning-and-proving tasks. This investigation into teaching assistants’ teaching practices identifies factors associated with their enactment of reasoning-and-proving tasks (e.g., generating student participation). This research has implications for professional development to support college mathematics instructors’ teaching.
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