Designing a short course for graduate teaching assistants (GTAs) in mathematics: principles and practice

Cosette Crisan, Melissa Rodd


Graduate Teaching Assistants (GTAs) are postgraduate research students who contribute to the teaching of undergraduates while they pursue their own doctoral research. This paper reports on a mathematics-specific 10 learning hour introduction to teaching for postgraduate mathematics research student GTAs. The principles that guided the design of the course are discussed and results from our practitioner research are presented. We found that training could not be delivered in such a short course yet, paradoxically perhaps, education could be achieved, given the qualities of our GTA participants.


postgraduates; teaching assistants; GTA; undergraduate mathematics; training course

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