A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors
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...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Johns, Carolyn A. [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Anmerkung: |
© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 |
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| Übergeordnetes Werk: |
Enthalten in: International journal of research in undergraduate mathematics education - New York, NY : Springer, 2015, 9(2022), 2 vom: 31. März, Seite 461-490 |
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| Übergeordnetes Werk: |
volume:9 ; year:2022 ; number:2 ; day:31 ; month:03 ; pages:461-490 |
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| DOI / URN: |
10.1007/s40753-022-00165-0 |
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SPR05268976X |
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| 520 | |a 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. | ||
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10.1007/s40753-022-00165-0 doi (DE-627)SPR05268976X (SPR)s40753-022-00165-0-e DE-627 ger DE-627 rakwb eng Johns, Carolyn A. verfasserin (orcid)0000-0002-0710-959X aut A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 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. Mathematical knowledge for teaching (dpeaa)DE-He213 Undergraduate peer tutoring (dpeaa)DE-He213 Burks, Linda C. (orcid)0000-0002-5516-0808 aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 9(2022), 2 vom: 31. März, Seite 461-490 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:9 year:2022 number:2 day:31 month:03 pages:461-490 https://dx.doi.org/10.1007/s40753-022-00165-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 9 2022 2 31 03 461-490 |
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10.1007/s40753-022-00165-0 doi (DE-627)SPR05268976X (SPR)s40753-022-00165-0-e DE-627 ger DE-627 rakwb eng Johns, Carolyn A. verfasserin (orcid)0000-0002-0710-959X aut A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 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. Mathematical knowledge for teaching (dpeaa)DE-He213 Undergraduate peer tutoring (dpeaa)DE-He213 Burks, Linda C. (orcid)0000-0002-5516-0808 aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 9(2022), 2 vom: 31. März, Seite 461-490 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:9 year:2022 number:2 day:31 month:03 pages:461-490 https://dx.doi.org/10.1007/s40753-022-00165-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 9 2022 2 31 03 461-490 |
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10.1007/s40753-022-00165-0 doi (DE-627)SPR05268976X (SPR)s40753-022-00165-0-e DE-627 ger DE-627 rakwb eng Johns, Carolyn A. verfasserin (orcid)0000-0002-0710-959X aut A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 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. Mathematical knowledge for teaching (dpeaa)DE-He213 Undergraduate peer tutoring (dpeaa)DE-He213 Burks, Linda C. (orcid)0000-0002-5516-0808 aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 9(2022), 2 vom: 31. März, Seite 461-490 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:9 year:2022 number:2 day:31 month:03 pages:461-490 https://dx.doi.org/10.1007/s40753-022-00165-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 9 2022 2 31 03 461-490 |
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10.1007/s40753-022-00165-0 doi (DE-627)SPR05268976X (SPR)s40753-022-00165-0-e DE-627 ger DE-627 rakwb eng Johns, Carolyn A. verfasserin (orcid)0000-0002-0710-959X aut A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 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. Mathematical knowledge for teaching (dpeaa)DE-He213 Undergraduate peer tutoring (dpeaa)DE-He213 Burks, Linda C. (orcid)0000-0002-5516-0808 aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 9(2022), 2 vom: 31. März, Seite 461-490 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:9 year:2022 number:2 day:31 month:03 pages:461-490 https://dx.doi.org/10.1007/s40753-022-00165-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 9 2022 2 31 03 461-490 |
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10.1007/s40753-022-00165-0 doi (DE-627)SPR05268976X (SPR)s40753-022-00165-0-e DE-627 ger DE-627 rakwb eng Johns, Carolyn A. verfasserin (orcid)0000-0002-0710-959X aut A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 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. Mathematical knowledge for teaching (dpeaa)DE-He213 Undergraduate peer tutoring (dpeaa)DE-He213 Burks, Linda C. (orcid)0000-0002-5516-0808 aut Enthalten in International journal of research in undergraduate mathematics education New York, NY : Springer, 2015 9(2022), 2 vom: 31. März, Seite 461-490 (DE-627)826105769 (DE-600)2822020-1 2198-9753 nnns volume:9 year:2022 number:2 day:31 month:03 pages:461-490 https://dx.doi.org/10.1007/s40753-022-00165-0 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 9 2022 2 31 03 461-490 |
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framework for mathematical knowledge for undergraduate mathematics tutors |
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A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors |
| abstract |
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. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 |
| abstractGer |
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. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 |
| abstract_unstemmed |
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. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022 |
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A Framework for Mathematical Knowledge for Undergraduate Mathematics Tutors |
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Burks, Linda C. |
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