Teaching Assistants Who instruct preparatory mathematics to Academically-Challenged First-Year College students

• Autores: Danté A. L. Tawfeeq
• Localización: Primus: problems, resources, and issues in mathematics undergraduate studies, ISSN 1051-1970, Vol. 21, Nº. 1, 2010, págs. 4-13
• Idioma: inglés
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• Resumen

  • Teaching preparatory mathematics to first-time college students�who come from economically impoverished high schools that have not prepared their students to do college level mathematics�can be a daunting task for teaching assistants (TAs). The preparation of TAs to assist such students in the mastery of mathematical content is a complex endeavor involving a balance between methodology and content issues related to the training of TAs from a teacher-centered perspective versus a student-centered perspective. We discuss the training of TAs who teach students who come to college with significant mathematical deficiencies, and describe a different approach for the training of college TAs. A tutor-based TA training model that borrows elements from 7�12 grade pre-service teacher preparation programs is suggested.