Exploring the teaching methods used in graduate teaching assistant-led calculus recitations

Abstract

ABSTRACT Many universities offer recitation sections taught by graduate teaching assistants (GTAs) as a way to supplement their large enrolment calculus courses. While some mathematics departments have revamped their calculus recitations to feature more evidence-based teaching practices, other departments rely on GTAs to decide how to run the recitation and what content to cover. In this latter context, more needs to be learned about the teaching practices of GTA recitation leaders and their impact on different student outcomes. As such, this study examines the teaching methods that twelve GTAs chose to implement in their calculus recitation sections. The goal of this study was twofold: (1) to examine whether GTAs utilised evidence-based teaching practices such as student-centred instruction and conceptually-oriented instruction, and (2) whether these practices were related to calculus students' attitudes toward the recitation, student engagement in the recitation, and students' expected final course grades. Using quantitative dominant mixed-methods, findings demonstrate that GTAs used a range of student-centred practices; however, they primarily emphasised the procedural aspects of calculus. Student-centred instructional practices were found to have a positive relationship with students' course attitudes, engagement, and predicted final examination grades. Focusing on concepts, had less of a relationship with these outcomes.