000 nab a22 4500
999 _c84965
_d84965
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