Browsing by Author "Rizzolo, Douglas"
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Item Graduate Teaching Assistants’ Perception of Student Difficulties and Use in Teaching(International Journal of Research in Undergraduate Mathematics Education, 2024-06-01) Park, Jungeun; Rizzolo, DouglasGiven the important role graduate teaching assistants (TAs) play in undergraduate students’ learning, we investigated what TAs identified as students’ difficulties from students’ written work, their plans to address them, and implementation of their plans in class. Since the difficulties that TAs identified in general matched errors that students made, we analyzed what TAs identified in terms of literature on error handling. We examined levels of specific details of students’ work involved in TAs’ identifying, planning, and teaching. Our results show that (a) TAs often did not identify the most frequent errors students made, which reflected well-documented difficulties from the literature, (b) the errors TAs identified were mainly procedural in nature, (c) specific details of students’ work were mainly included in procedural errors, and (d) the level of specificity of students’ work was generally consistent but showed some drops when going from identifying to planning, then to teaching. Our results highlight interesting questions for future research and could be used as resources to design professional development that helps TAs use students’ errors in teaching to promote students’ learning.Item Use of variables in calculus class: focusing on Teaching Assistants’ discussion of variables(International Journal of Mathematical Education in Science and Technology, 2021-09-22) Park, Jungeun; Rizzolo, DouglasGiven the importance of the ability to use variables flexibly in Calculus and students’ difficulties related to various uses of variables, this study examined how variables are treated in calculus class. Data for this study came from graduate teaching assistants’ (TAs’) classroom teaching, which plays a crucial role in undergraduate students’ learning of entry-level mathematics, but of which we still have a limited understanding. We analyzed TAs’ uses of variables in terms of prior literature examining how students use variables and what uses of variables cause difficulties for students. Our results show that the uses of variables by the TAs in this study typically aligned with students’ dominant conception of variables as symbols to be manipulated and did not give students many opportunities to consider the uses of variables that commonly cause difficulties for students.