  In order to study graduate teaching assistants (TAs) beliefs and values about
the design of instructor problem solutions, twenty-four TAs were provided with
different solutions and asked to discuss their preferences for prominent
solution features. TAs preferences for solution features were examined in light
of the modeling of expert-like problem solving process as recommended in the
literature. Results suggest that while many of the features TAs valued align
with expert-like problem solving approaches, they noticed primarily "surface
features" of solutions. Moreover, self-reported preferences did not match well
with the solutions TAs wrote on their own.
