國立虎尾科技大學 |

Studying and Supporting the Teaching Practice of Calculus Teaching Assistants.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Studying and Supporting the Teaching Practice of Calculus Teaching Assistants./
作者:	Lundholm, Christopher Ian.
面頁冊數:	1 online resource (436 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355095074

Studying and Supporting the Teaching Practice of Calculus Teaching Assistants.
Lundholm, Christopher Ian.

Studying and Supporting the Teaching Practice of Calculus Teaching Assistants. - 1 online resource (436 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Graduate teaching assistants (TAs) are an important group of math instructors whose practice deserves to be supported and studied. In this action research study, I lead a customized regimen of professional development (GQuesT model) for a cohort of first/second-year calculus TAs and study their teaching practice. This study focuses on how the TAs prepare for, orchestrate, and reflect upon class-wide mathematical discussions as they set mathematical goals, pose purposeful questions, and use evidence of student thinking. The results include a detailed, collective case study of the five TAs participating in professional development and leading lab activities. This study suggests that collaborative professional development focused on developing important teaching practices, centered around common lab activities has the potential to support rich discussion among TAs who are looking to improve their practice. This study highlights the usefulness of attending to how TAs collect evidence about whether their mathematical goals are achieved in the classroom, as this impacts how they interact with their students' ideas. Recommendations for future professional development efforts with math TAs include planning for their proclivity towards mathematical correctness and sorting appropriate activities for TAs at varying levels of teaching maturity.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355095074Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

Studying and Supporting the Teaching Practice of Calculus Teaching Assistants.
LDR:02659ntm a2200361Ki 4500 001 909262
005 20180426101948.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355095074
035 $a (MiAaPQ)AAI10266632
035 $a (MiAaPQ)wsu:12062
035 $a AAI10266632
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Lundholm, Christopher Ian. $3 1179935
245 1 0 $a Studying and Supporting the Teaching Practice of Calculus Teaching Assistants.
264 0 $c 2017
300 $a 1 online resource (436 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Adviser: Libby Knott.
502 $a Thesis (Ph.D.) $c Washington State University $d 2017.
504 $a Includes bibliographical references
520 $a Graduate teaching assistants (TAs) are an important group of math instructors whose practice deserves to be supported and studied. In this action research study, I lead a customized regimen of professional development (GQuesT model) for a cohort of first/second-year calculus TAs and study their teaching practice. This study focuses on how the TAs prepare for, orchestrate, and reflect upon class-wide mathematical discussions as they set mathematical goals, pose purposeful questions, and use evidence of student thinking. The results include a detailed, collective case study of the five TAs participating in professional development and leading lab activities. This study suggests that collaborative professional development focused on developing important teaching practices, centered around common lab activities has the potential to support rich discussion among TAs who are looking to improve their practice. This study highlights the usefulness of attending to how TAs collect evidence about whether their mathematical goals are achieved in the classroom, as this impacts how they interact with their students' ideas. Recommendations for future professional development efforts with math TAs include planning for their proclivity towards mathematical correctness and sorting appropriate activities for TAs at varying levels of teaching maturity.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Higher education. $3 1148448
650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0745
690 $a 0456
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Washington State University. $b Mathematics. $3 1179936
773 0 $t Dissertation Abstracts International $g 78-12A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10266632 $z click for full text (PQDT)