My doctoral work is focused on studying how mathematics graduate teaching assistants (MGTAs) learn about teaching. I use the framework of Complexity Science to view MGTAs as a complex system -- an adaptive and self-organizing group -- within their professional contexts. During the 2017-2018 academic year, I collected individual and group interview data with MGTAs, and I am currently dedicating my time to writing and finishing my dissertation.


Related Presentations

  • Graduate Student Seminar, Oregon State University Mathematics Department, July 2018, abstract and slides

  • Joint Mathematics Meetings (JMM), Baltimore MD, January 2019, abstract

  • Research in Undergraduate Mathematics Education (RUME) conference, Oklahoma City OK, February 2019, preliminary report

RElated presentations

  • Joint Mathematics Meetings (JMM), San Diego CA, January 2018: abstract and slides

  • Mathfest, Chicago IL, July 2017: abstract and slides

  • Research in Undergraduate Mathematics Education (RUME) conference, San Diego CA, February 2017: report and poster

Masters Thesis

The research I conducted for Masters degree examined how College Algebra instructors vary in their presentations of mathematical content and the ability of three observation protocols to capture the variation in their instruction. This was accomplished by watching video clips of four instructors' presentations of mathematical examples of finding horizontal and vertical asymptotes and solving quadratic inequalities. The instructors were part of a community of practice at a large, research-oriented university that had recently restructured their College Algebra course to include more active learning. Further, the Mathematical Quality of Instruction (MQI), Reformed Teaching Observation Protocol (RTOP), and Teaching for Robust Understanding of Mathematics (TRU Math) observation protocols were used to watch the video clips and compared for their ability to capture the variation in the mathematical content presented during instruction. 


My masters thesis is available to access here: