Graduate Student Instructors’ Mathematical Knowledge for Teaching: The Case of Leona

• In Event: Mathematics Teaching: A Focus on Pedagogical and Content Knowledge

Abstract

As the push for active learning in undergraduate mathematics continues, there is a parallel call for professional development aimed at graduate student instructors (GSIs) and further research into their teaching practices. This paper presents preliminary findings from a qualitative case study of the mathematical knowledge for teaching (MKT) of GSIs within the context of active learning Precalculus lessons. Using Coper-Gencturk and Tolar’s (2022) definition of MKT, this study aims to bridge the theoretical and practical distinctions between knowledge domains as they are used within GSIs’ teaching practice. Practical implications for the professional development offered to GSIs and theoretical and methodological implications for the MKT construct are discussed.

Author

• Spirit Karcher, Florida State University