Preparing Tutors for Mathematics Learning Support

Abstract

This paper reports on a Mathematics Learning Support (MLS) tutor training programme implemented on a coordinated basis across three universities in Ireland in 2015 by the Irish Mathematics Learning Support Network (IMLSN). The training events were conducted in September near the start of the first semester of the academic year. Focus groups were conducted at the end of the semester in the three institutions with tutors who had participated in the training events to evaluate the workshops and their impact on the tutors' MLS teaching.

Professional development opportunities for tutors of mathematics learning support

“…The training followed that of the previously piloted one-day four-workshop model. Forty-two tutors from six HEIs participated (Fitzmaurice et al, 2016). In September 2016, the training was offered again in a similar format and advertised across the IMLSN membership.…”

“…Within Ireland, focus groups were conducted with postgraduates 10 weeks after the September 2015 training programme. Full details of the results of these are available in Fitzmaurice et al (2016) but some of their key insights follow here. Tutors reported that the training programme was beneficial for their tutoring practice, and many recommended making it compulsory.…”

“…However, the diverse and challenging nature of the teaching involved and the many different situations they may potentially encounter (Croft and Grove, 2011) means that tutors need to be appropriately trained and subsequently supported (mentored) by those with experience of working in such a teaching environment. In recent years, there has been a significant increase in the levels of training available for MLS tutors (Croft and Grove, 2016;Fitzmaurice, Cronin, Ní Fhloinn, O'Sullivan and Walsh, 2016) and this coincides with national moves to increase the number of staff within UK and Irish HE with a recognised teaching qualification. For example Marshall, in her forward to the 2015 UK Student Experience Survey (Buckley, Soilemetzidis and Hillman, 2015), comments on the results (p.3):…”

Community perspectives of mathematics and statistics support in higher education: the role of the staff member

“…Through sigma a national and collaborative model for training postgraduate students has been established (Croft & Grove, 2016), and it is evident from this survey that postgraduates have a crucial role in the delivery of mathematics and statistics support provision. Further, this model of postgraduate support developed by sigma has been adopted and adapted within Ireland for use across all institutions who offer mathematics and statistics support (Fitzmaurice et al, 2016).…”

The key role of tutors in Mathematics Learning Support – A report of the 10th annual IMLSN workshop

“…The talk ended with an open question for the community to discuss: "having seen individuals' progress to academic careers after working in the MLSC, are these two linked, and is this of further interest and worthy of study?" Fitzmaurice et al (2016).…”