The Development of Pedagogical Content Knowledge in First-Year Graduate Teaching Assistants

Thomas W. Judson, Matthew Leingang


Our investigation is concerned with how new teachers develop their ability to understand student thinking. We conducted individual in- terviews with graduate students teaching calculus for the first time. We interviewed a representative sample of graduate students before and after their first teaching assignment. The interviews were tran- scribed and coded in order to assess how beginning teachers develop their mathematical knowledge for teaching.


mathematical knowledge for teaching; pedagogical content knowledge; graduate teaching assistant training

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JSTEM. ISSN: 1557-5284