Mathematics Teaching Assistant Preparation And Development 6
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Language: Unknown language code Summary language: Unknown language code Original language: Unknown language code Series: ; 46Edition: Description: Content type: text Media type: unmediated Carrier type: volumeISBN: ISSN: 2Other title: 6 []Uniform titles: | | Subject(s): -- 2 -- 0 -- -- | -- 2 -- 0 -- 6 -- | 2 0 -- | -- -- 20 -- | | -- -- Mathematics -- -- -- | -- -- -- 20 -- --Genre/Form: -- 2 -- Additional physical formats: DDC classification: | LOC classification: | | 2Other classification:| Item type | Current location | Home library | Collection | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|---|
| Book | PLM | PLM Periodicals Section | Periodicals | L11.I4.2005 (Browse shelf) | Available | PER878 M |
ABSTRACT : Teaching assistants (TAs) play vital roles in the mathematics education of undergraduates and may become mathematics professors. From the K-12 literature, it is clear that patterns of teaching practice, as well as beliefs about teaching and learning, form early in teachers' careers. Yet, although there is a large body of research about K-12 teachers, researchers are only beginning to consider the development of TAs. This article is an effort to foster collaboration between K-12 and undergraduate mathematics educators in framing and carrying out research on the nature of TA professional development. This article contains reviews of TA professional development, descriptions of practice- and research-oriented work, analysis of similarities and differences with K-12 mathematics education, descriptions of researchable questions, and potential agendas for future work. 56
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