Mathematics Graduate Students as They Learn About Teaching Undergraduates
Bucher, April Michelle
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/79652
Description
Title
Mathematics Graduate Students as They Learn About Teaching Undergraduates
Author(s)
Bucher, April Michelle
Issue Date
2002
Doctoral Committee Chair(s)
Travers, Kenneth J.
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Teacher Training
Language
eng
Abstract
This 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.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
