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ERIC Number: EJ1106787
Record Type: Journal
Publication Date: 2016-Jul
Pages: 48
Abstractor: As Provided
Reference Count: 60
ISBN: N/A
ISSN: ISSN-0021-8251
Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers
Rogers, Kimberly Cervello; Steele, Michael D.
Journal for Research in Mathematics Education, v47 n4 p372-419 Jul 2016
Graduate 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, we 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. Results indicate that teaching assistants engaged preservice teachers in a variety of reasoning-and-proving activities. For 42 of 82 tasks observed, preservice teachers' engagement in reasoning-and- proving processes decreased relative to the potential for reasoning and proving in mathematical 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.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/journal-for-research-in-mathematics-education/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A