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A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors

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Title: A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors
Language: English
Authors: Johns, Carolyn A. (ORCID 0000-0002-0710-959X), Burks, Linda C. (ORCID 0000-0002-5516-0808)
Source: International Journal of Research in Undergraduate Mathematics Education. Aug 2023 9(2):461-490.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 30
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Instruction, Tutors, Guidelines, Undergraduate Students, Tutoring, Pedagogical Content Knowledge, Recall (Psychology), Teaching Methods, Student Attitudes
DOI: 10.1007/s40753-022-00165-0
ISSN: 2198-9745
2198-9753
Abstract: Most institutions of higher learning offer undergraduate mathematics tutoring, yet little is known regarding the work tutors do or the knowledge needed to enact that work. We explore the mathematical knowledge needed for the work of undergraduate peer drop-in mathematics tutoring. The data consists of transcripts from eight stimulated recall interviews, two each from four tutors, during which each tutor reflected on six of their recorded tutor sessions per interview. We first summarize and synthesize different conceptualizations of mathematical knowledge for teaching, with particular attention to definitions of knowledge types and their use in teaching. We examine the applicability of conceptualizations of the mathematical knowledge of teaching to tutoring to answer the following research question: How do frameworks for mathematical knowledge for teaching appear in the undergraduate peer drop-in tutoring context? Our findings indicate aspects of mathematical knowledge for teaching frameworks apply to the tutoring context; however, it is not a perfect match. In particular, aspects of mathematical knowledge for teaching which are used in planning tasks are not relevant for the work of drop-in tutors. By understanding the knowledge required for tutoring, future research can explore how this knowledge develops. This understanding may ultimately lead to improved tutor training which focuses on both mathematical knowledge, different from content knowledge gained in the math classroom, and pedagogical knowledge specific to mathematics tutoring.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1387859
Database: ERIC
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  Data: A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors
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  Data: <searchLink fieldCode="AR" term="%22Johns%2C+Carolyn+A%2E%22">Johns, Carolyn A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0710-959X">0000-0002-0710-959X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Burks%2C+Linda+C%2E%22">Burks, Linda C.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5516-0808">0000-0002-5516-0808</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Undergraduate+Mathematics+Education%22"><i>International Journal of Research in Undergraduate Mathematics Education</i></searchLink>. Aug 2023 9(2):461-490.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 30
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  Data: <searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Guidelines%22">Guidelines</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Tutoring%22">Tutoring</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: Most institutions of higher learning offer undergraduate mathematics tutoring, yet little is known regarding the work tutors do or the knowledge needed to enact that work. We explore the mathematical knowledge needed for the work of undergraduate peer drop-in mathematics tutoring. The data consists of transcripts from eight stimulated recall interviews, two each from four tutors, during which each tutor reflected on six of their recorded tutor sessions per interview. We first summarize and synthesize different conceptualizations of mathematical knowledge for teaching, with particular attention to definitions of knowledge types and their use in teaching. We examine the applicability of conceptualizations of the mathematical knowledge of teaching to tutoring to answer the following research question: How do frameworks for mathematical knowledge for teaching appear in the undergraduate peer drop-in tutoring context? Our findings indicate aspects of mathematical knowledge for teaching frameworks apply to the tutoring context; however, it is not a perfect match. In particular, aspects of mathematical knowledge for teaching which are used in planning tasks are not relevant for the work of drop-in tutors. By understanding the knowledge required for tutoring, future research can explore how this knowledge develops. This understanding may ultimately lead to improved tutor training which focuses on both mathematical knowledge, different from content knowledge gained in the math classroom, and pedagogical knowledge specific to mathematics tutoring.
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    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Tutors
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      – SubjectFull: Guidelines
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Tutoring
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Student Attitudes
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