Teaching mathematics at the college level: International TAs' transitional experiences

Jeong Lim Chae; Jae Hoon Lim; Molly H. Fisher

doi:10.1080/10511970701700929

Teaching mathematics at the college level: International TAs' transitional experiences

Jeong Lim Chae, Jae Hoon Lim, Molly H. Fisher

STEM Education

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

This article examines the transition process of 14 international teaching assistants (TAs), who teach mathematics courses in U.S. college contexts. In particular, this study documents several major aspects of changes in their teaching, including their curriculum choice and instructional practices over time. This study reveals how the institutional contexts and the TAs' subjective knowledge shaped their teaching as well as prospects for professional development. Findings reveal that their instructional adaptation process reflects their psychological conversion process, which entailed ironic consequences in their final choice of curriculum and instructional practices. Implications for their professional development are discussed from constructivist teaching perspectives.

Original language	English
Pages (from-to)	245-259
Number of pages	15
Journal	PRIMUS
Volume	19
Issue number	3
DOIs	https://doi.org/10.1080/10511970701700929
State	Published - May 2009

Keywords

Constructivist teaching
Instructional practice
International teaching assistants
Professional development

ASJC Scopus subject areas

General Mathematics
Education

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10.1080/10511970701700929

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Teaching mathematics at the college level: International TAs' transitional experiences

Abstract

Keywords

ASJC Scopus subject areas

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