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In this workshop we seek to bring together researchers from across the globe to discuss the teaching preparation of post-graduate mathematics students tasked with teaching tertiary mathematics. In the United States, post-graduate mathematics students who are assigned teaching positions are referred to as Graduate Teaching Assistants (GTAs) and examination of their teaching-related professional development is on the rise. Current national efforts involve understanding the different ways GTAs are prepared for their mathematics teaching across the country. However, we know very little about the similarities and differences in the ways postgraduate mathematics students are involved in tertiary mathematics teaching and prepared for this teaching across the globe. A main goal of the workshop is to initiate a conversation resulting in an international overview of post-graduate mathematics student teaching preparation. We have recruited scholars who work in this area to bring to the workshop their expertise from institutional, regional or national perspectives to discuss similarities and differences with respect to two specific issues: (1) the ways that post-graduate mathematics students are involved in tertiary level mathematics teaching and (2) the ways they are prepared for this involvement in tertiary teaching of mathematics.

International Similarities and Differences in the Experiences and Preparation of Post-Graduate Mathematics Students as Tertiary Instructors