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<p>Mathematics Graduate Teaching Assistants (MGTAs) play a crucial role in undergraduate mathematics education, yet little research has explored their conceptions of equity and equitable teaching. This study investigates how 37 MGTAs across three U.S. universities conceptualize equity in their instructional practices. Using semi-structured interviews and qualitative data analysis, we identified several prominent themes related to equitable teaching. The findings suggest that MGTAs primarily associate equitable teaching with individualized approaches, ensuring equal opportunities, and fostering student success. These perspectives largely align with the dominant axis of Gutiérrez’s (2009) equity framework, focusing on access and achievement, while the critical aspects of identity and power are largely unaddressed. These results highlight the need for professional development programs that deepen MGTAs’ understanding of systemic inequities in mathematics education. Addressing these gaps can better prepare MGTAs to create inclusive and transformative learning environments that support historically marginalized students.</p>

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Mathematics Graduate Teaching Assistants’ Conceptions of Equity and Equitable Teaching

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月2日

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  • Franklin Yu,
  • Mary Beisiegel,
  • Hayley Milbourne,
  • Sezai Kocabas

摘要

Mathematics Graduate Teaching Assistants (MGTAs) play a crucial role in undergraduate mathematics education, yet little research has explored their conceptions of equity and equitable teaching. This study investigates how 37 MGTAs across three U.S. universities conceptualize equity in their instructional practices. Using semi-structured interviews and qualitative data analysis, we identified several prominent themes related to equitable teaching. The findings suggest that MGTAs primarily associate equitable teaching with individualized approaches, ensuring equal opportunities, and fostering student success. These perspectives largely align with the dominant axis of Gutiérrez’s (2009) equity framework, focusing on access and achievement, while the critical aspects of identity and power are largely unaddressed. These results highlight the need for professional development programs that deepen MGTAs’ understanding of systemic inequities in mathematics education. Addressing these gaps can better prepare MGTAs to create inclusive and transformative learning environments that support historically marginalized students.