Citations (20)
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Matt Coles & Costanza Piccolo. (2023) A Term-Long Course on Post-Secondary Mathematics Teaching for Graduate Students: The Start of Their Teaching Journey. PRIMUS 0:0, pages 1-14.
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RaKissa Manzanares, Jessica Webb, Leigh M. Harrell-Williams, Gary A. Olson, Scotty Houston, Melinda Lanius, Kelsey Funkhouser, David Shannon, Josias O. Gomez, Michael Jacobson & Lora Merchant. (2023) A Case Study of a Multi-Institution Replication of a Comprehensive GTA Teacher Training Program. PRIMUS 0:0, pages 1-17.
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Jungeun Park & Douglas Rizzolo. (2022) Use of variables in calculus class: focusing on Teaching Assistants’ discussion of variables. International Journal of Mathematical Education in Science and Technology 53:1, pages 165-189.
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Gary Harris, Jason Froman & James Surles. (2009) The professional development of graduate mathematics teaching assistants. International Journal of Mathematical Education in Science and Technology 40:1, pages 157-172.
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MatthewG. Jones. (2008) Pedagogical Literature: What can be Learned and Where to Begin?. PRIMUS 18:3, pages 291-298.
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Articles from other publishers (15)
Shula Weissman, Michal Ayalon & Roza Leikin. (2022) Unravelling Tutors’ Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model. International Journal of Science and Mathematics Education 21:5, pages 1521-1543.
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Igor’ Kontorovich & Tikva Ovadiya. (2023) How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching. Educational Studies in Mathematics 113:1, pages 125-146.
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Sean Yee, Jessica Deshler, Kimberly Cervello Rogers, Robert Petrulis, Christopher D. Potvin & James Sweeney. (2021) Bridging the gap between observation protocols and formative feedback. Journal of Mathematics Teacher Education 25:2, pages 217-245.
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K V Vlasenko, I V Lovianova, O O Chumak, I V Sitak & V V Achkan. (2021) The arrangement of on-line training of master students, majoring in Mathematics for internship in technical universities. Journal of Physics: Conference Series 1840:1, pages 012007.
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Erin K. H. Saitta, Matthew Wilcox, Westley D. James & Jacquelyn J. Chini. (2020) The Views of GTAs Impacted by Cross-Tiered Professional Development: Messages Intended and Received. International Journal of Research in Undergraduate Mathematics Education 6:3, pages 421-445.
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Dor Abrahamson, Mitchell J. Nathan, Caro Williams-Pierce, Candace Walkington, Erin R. Ottmar, Hortensia Soto & Martha W. Alibali. (2020) The Future of Embodied Design for Mathematics Teaching and Learning. Frontiers in Education 5.
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Nadine Wilhelm, Larissa Zwetzschler, Christoph Selter & Bärbel Barzel. (2019) Vertiefung, Erweiterung und Verbindung von Wissensbereichen im Kontext der Planung einer Fortbildungsveranstaltung zum Thema RechenschwierigkeitenConsolidation, Increase, and Connection of Knowledge Domains in the Context of Planning an In-Service Teacher Training on the Subject of “Learning Difficulties in Mathematics”. Journal für Mathematik-Didaktik 40:2, pages 227-253.
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Shirly Avargil, Mitchell R. M. Bruce, Susan A. Klemmer & Alice E. Bruce. (2018) A Professional Development Activity to Help Teaching Assistants Work as a Team to Assess Lab Reports in a General Chemistry Course. Israel Journal of Chemistry 59:6-7, pages 536-545.
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Kim Beswick & Merrilyn Goos. (2018) Mathematics teacher educator knowledge: What do we know and where to from here?. Journal of Mathematics Teacher Education 21:5, pages 417-427.
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Nikki Collingwood & Jessica Dewey. (2018) ‘Thinking Your Problems Away’: Can maths interventions be developed to address both the academic and affective aspects of learning in primary aged children?. Educational and Child Psychology 35:2, pages 76-92.
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Estrella Johnson, Rachel Keller & Timothy Fukawa-Connelly. (2017) Results from a Survey of Abstract Algebra Instructors across the United States: Understanding the Choice to (Not) Lecture. International Journal of Research in Undergraduate Mathematics Education 4:2, pages 254-285.
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Stacy Musgrave & Marilyn P. Carlson. (2017) Understanding and advancing graduate teaching assistants’ mathematical knowledge for teaching. The Journal of Mathematical Behavior 45, pages 137-149.
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Koji Tanaka, Hieu Chi Dam, Shigeto Kobayashi, Takashi Hashimoto & Mitsuru Ikeda. (2016) Learning How to Learn through Experiential Learning Promoting Metacognitive Skills to Improve Knowledge Co-creation Ability. Procedia Computer Science 99, pages 146-156.
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Heidi A. Diefes-Dux, Judith S. Zawojewski, Margret A. Hjalmarson & Monica E. Cardella. (2012) A Framework for Analyzing Feedback in a Formative Assessment System for Mathematical Modeling Problems. Journal of Engineering Education 101:2, pages 375-406.
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Vilma Mesa & Peichin Chang. (2010) The language of engagement in two highly interactive undergraduate mathematics classrooms. Linguistics and Education 21:2, pages 83-100.
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