ERIC Number: ED476634
Record Type: RIE
Publication Date: 2001
The Beliefs and Instructional Practices of Mathematics Teaching Assistants Participating in a Mathematics Pedagogy Course.
DeFranco, Thomas C.; McGivney-Burelle, Jean
A mathematics pedagogy course was developed and co-taught by mathematics and mathematics education faculty to 22 teaching assistants (TAs) in the mathematics department. Its purpose was to allow TAs to examine their beliefs about the teaching and learning of mathematics and to support them in changing their teaching practice. The course consisted of 5 seminar classes addressing issues surrounding pedagogy, epistemology, curriculum, and assessment. Throughout the course the TAs were asked to implement changes in their teaching based on class activities and discussion and to document their reflections on these changes, which served as the basis for subsequent class discussions. Journal entries, class assignments, interviews, and teaching observations served as sources for data and were analyzed using descriptive statistics and techniques from qualitative analysis. Results indicated that the TAs appeared to adopt a new set of beliefs regarding the teaching and learning of mathematics yet did not draw on these beliefs to inform their teaching practices. These results are presented and discussed in the context of research on beliefs and recommendations for the pedagogical preparation of TAs are offered. (Author)
Descriptors: Attitudes, Higher Education, Mathematics Education, Professional Development, Teacher Education Programs, Teaching Assistants, Teaching Methods
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p681-90. For full proceedings, see SE 065 231.