Mathematics, Department of


Date of this Version



Published (as Chapter 6) in Jacqueline Dewar, Pao-sheng Hsu, & Harriet Pollatsek (eds.), Mathematics Education: A Spectrum of Work in Mathematical Sciences Departments, Association for Women in Mathematics Series 7, pp 73–88.

DOI 10.1007/978-3-319-44950-0_6


Copyright © 2016 Springer International Publishing Switzerland. Used by permission.


Exemplary models to inform novice instruction and the development of graduate teaching assistants (TAs) exist. What is missing from the literature is the process of how graduate students in model professional development programs make sense of and enact the experiences offered. A first step to understanding TAs’ learning to teach is to characterize how and whether they link observations of student work to hypotheses about student thinking and then connect those hypotheses to future teaching actions. A reason to be interested in these connections is that their strength and coherence determine how well TAs can learn from experiences. We found TAs can connect observations and future teaching, but that the connections vary in quality. Our analysis suggests future revisions to TA development programs, which we discuss in the conclusion.