Skip to main content
Other
Mathematical Modeling Problems: What Affects Teaching Assistants’ Ability to Provide Feedback?
Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
  • Hyunyi Jung, Marquette University
  • Alena Moon, Purdue University
  • Kelsey Joy Rodgers, Purdue University
  • Farshid Marbouti, Purdue University
  • Heidi A. Diefes-Dux, Purdue University
Document Type
Conference Proceeding
Language
eng
Publication Date
1-1-2013
Publisher
University of Illinois at Chicago
Abstract

This paper describes opportunities and challenges teaching assistants (TAs) experience when they provide feedback on mathematical modeling problems. Eight TAs were interviewed regarding issues they experience while working for engineering courses in which about 2000 undergraduates create mathematical models to solve realistic problems and communicate their solutions. The opportunities and challenges are associated with the following factors: the process of providing feedback; TAs’ perspectives of modeling problems; and professional training to learn how to provide effective feedback on students’ solutions to mathematical modeling problems. The specific factors that influence TA’s abilities to provide formative feedback are discussed and the use of a reflective practice that enables students to understand what abilities they gain through mathematical modeling activities is suggested.

Comments

Published version. Published as part of Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education 2013: 288-291. Permalink. © 2013 The Authors. Used with permission.

Hyunyi Jung was affiliated with Purdue University at the time of publication.

Citation Information
Hyunyi Jung, Alena Moon, Kelsey Joy Rodgers, Farshid Marbouti, et al.. "Mathematical Modeling Problems: What Affects Teaching Assistants’ Ability to Provide Feedback?" Proceedings of the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (2013) ISSN: 978-0-615-86464-8
Available at: http://works.bepress.com/hyunyi-jung/8/