The need to build community in mathematics learning spaces was exacerbated by the COVID-19 pandemic. This study examined the community-building efforts of mathematics TAs during a dynamically uncertain period and how they engaged in pandemic-sensemaking to make sense of and adapt their community-building efforts for remote instruction. We found that TAs engaged in various community-building activities through the synchronous and asynchronous interactions afforded by the design of the course (e.g., during sections, in office hours), and pandemic-sensemaking enabled them to better understand students’ challenges and adapt their efforts to attend to the challenges with building community.
Olarte, T. Royce; Hernandez, Damaris; Pajela, Hannali; and Roberts, Sarah A., "Mathematics Teaching Assistants’ Community-Building Activities During Remote Instruction" (2021). NERA Conference Proceedings 2021. 5.