Exploring the Socialization Processes of Mathematics Teaching Assistants Into Their Roles as Teachers

• In Event: 69.034 - Understanding the Experiences and Socialization of Teaching Assistants

Abstract

This ethnographic case study uses a possible selves (PS) framework to explore and understand the socialization processes mathematics PhD students undergo in their development as teachers, specifically through their roles as teaching assistants (TAs). While many national efforts look to improve undergraduate STEM teaching and learning, mathematics and TAs are unequally represented. Observations and interviews based on pilot data and the conceptual framework will be used to make sense of how mathematics PhD students project their future selves according to the socialization processes they undergo as TAs. Preliminary findings suggest that gender and language and native/non-native status influence how TAs experience their roles and expect their future selves to unfold

Author

• Yianna Drivalas, University of Southern California