EMERGING AGENDAS AND RESEARCH DIRECTIONS ON . . .

Teaching assistants (TAs) play vital roles in the mathematics education of undergraduates and may go on to become professors of mathematics. From the K-12 literature, it is clear that patterns of teaching practice, as well as beliefs about teaching and learning, form early in teachers ’ careers. Here we document an emerging body of scholarly inquiry into the TA experience and the professional development needs of TAs. The working group exists to foster collaboration between K-12 and undergraduate mathematics educators in framing and carrying out this research. Meeting time will be devoted to discussion of participants ’ research projects at various stages of development. Participants will provide feedback on research in the planning, data collections, data analysis, and reporting stages. These discussions will serve as the basis for the group’s goals of building a community of researchers interested in TA issues, the analysis of similarities and differences with K-12 mathematics education, and the development of an agenda for continued work