000 | nab a22 4500 | ||
---|---|---|---|
999 |
_c84965 _d84965 |
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008 | 180219b xxu||||| |||| 00| 0 eng d | ||
100 | _aRogers, Kimberly | ||
245 | _aGraduate teaching assistants' enactmentment of reasoning and proving tasks in a content course for elementary teachers | ||
300 | _ap.372-419 | ||
520 | _aGraduate 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. | ||
650 | _aGradute teaching assistants | ||
650 | _aPreservice elementry teachers | ||
650 | _aProof | ||
650 | _aReasoning | ||
650 | _aTeaching Practice | ||
650 | _aUndergradute teacher preparation | ||
700 | _aSteele, Michael D. | ||
773 | _080465 | ||
856 | _uhttp://www.nctm.org/Publications/Journal-for-Research-in-Mathematics-Education/2016/Vol47/Issue4/Graduate-Teaching-Assistants_-Enactment-of-Reasoning-and-Proving-Tasks-in-a-Content-Course-for-Elementary-Teachers/ | ||
942 | _cAR |