Research on Graduate Students as Teachers of Undergraduate Mathematics

Key Information

Research on Graduate Students as Teachers of Undergraduate Mathematics, Edited by Laura L. B. Border, Natasha Speer, & Teri J. Murphy

2009 [ISBN: 1-58107-171-X; 168 pages; 6 x 9 inch; soft cover] $22.95


SGPSD12Studies in Graduate and Professional Student Development, Number 12. This edited book series serves as a guide to the study of improved training, employment and administration of graduate and professional student development programs. A new publication that addresses a critical need in higher education. The series is designed to highlight all aspects of professional development of graduate and professional students.

The Contents

Introduction: Research on Graduate Students as Teachers of Undergraduate Mathematics / xiii
Natasha Speer & Teri J. Murphy

Chapter 1 – Educational Research on Mathematics Graduate Student Teaching Assistants: A Decade of Substantial Progress, by Natasha Speer, Teri J. Murphy, & Timothy Gutmann

Chapter 2 – Mathematics Teaching Assistants: Their Instructional Involvement and Preparation Opportunities, by Jason K. Belnap & Kimberly Allred

Chapter 3 – A Case Story: Reflections on the Experiences of a Mathematics Teaching Assistant, by  RaKissa D. Cribari, April B. Judd, Rhoda Deon, Angela Tisi, & Haniyah Khakakhail

Chapter 4 – Beginning Graduate Student Teaching Assistants Talk about Mathematics and Who Can Learn Mathematics, by Timothy Gutmann

Chapter 5 – Encouraging Excellence in Teaching Mathematics: MTAs’ Descriptions of Departmental Support, by Christine Latulippe

Chapter 6 – Planning Practices of Mathematics Teaching Assistants: Procedures and Resources, by Dale Winter, Matt Delong, & Joe Wesley

Chapter 7 – Visions of Acculturation: Using Case Stories to Educate International Teaching Assistants in Mathematics, by David Meel

Chapter 8 – Mathematics Teaching Assistants Learning to Teach: Recasting Early Teaching Experiences as Rich Learning Opportunities, by David Kung & Natasha Speer

The Primary Editor

Dr. Laura L. B. Border is Director of the Graduate Teacher Program at the University of Colorado – Boulder.


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