A graduate pedagogy course for mathematics teaching assistants

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dc.contributor.committeeChairHarris, Gary
dc.contributor.committeeMemberDwyer, Jerry F.
dc.contributor.committeeMemberSurles, James
dc.creatorFroman, Jason D.
dc.date.accessioned2016-11-14T23:24:02Z
dc.date.available2011-02-18T21:44:48Z
dc.date.available2016-11-14T23:24:02Z
dc.date.issued2005-05
dc.degree.departmentMathematicsen_US
dc.description.abstractWe will describe a three semester-hour graduate level mathematics course which focuses on issues related to the teaching of mathematics at the college level and is taken by all new graduate students entering our program as graduate teaching assistants. We attempt to assess the overall impact of this course on students’ beliefs and practice related to the teaching of mathematics at the undergraduate level. We will do this by analysing survey data and information obtained from student records, student course evaluations, and interviews with students, faculty members, and administrators involved with the course from its inception in the fall of 2000 through the fall of 2004.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2346/16837en_US
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.rights.availabilityUnrestricted.
dc.subjectMathematic coursesen_US
dc.subjectTeaching assistantsen_US
dc.subjectMathematicsen_US
dc.subjectPedagogyen_US
dc.titleA graduate pedagogy course for mathematics teaching assistants
dc.typeThesis

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