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University of Illinois at Urbana-Champaign
Mathematics Graduate Students as They Learn About Teaching Undergraduates
Abstract
dc:descriptionThis study documents many of the needs that mathematics graduate students face when they become teaching assistants. The various assignments (readings, preparing logs of their experiences, etc) led to many interesting and productive discussions that were appreciated and valued by the majority of the TAs. A major recommendation that flows from this research is that mathematics departments (and/or other responsible campusgroups) need to be more proactive in providing prospective teaching assistants with guidance, support and overall leadership in professional development to improve teaching and learning.
Degree
thesis:*- Name thesis:degree_name
- Ph.D.
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- Education
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2015
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Bucher, April Michelle
- Contributors dc:contributor
-
- Travers, Kenneth J.
Subjects
dc:subject × 1Rights
- Language dc:language
- eng
Identifiers
dc:identifier.*- Identifier
- (MiAaPQ)AAI3044058
- OAI identifier oai:identifier
- oai:www.ideals.illinois.edu:2142/79652