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

Mathematics support, the provision of additional learning opportunities to, primarily, nonmathematics specialist undergraduates has grown significantly since the early 1990s, particularly in the UK, Ireland and Australia. Alongside the growth in volume of provision, there has been a marked increase in the amount of research and scholarship relating to mathematics support that has been carried out and disseminated. This paper reviews this literature and in doing so identifies areas in which mathematics support has evolved. This evolution has taken place in response to a range of crucial changes in the external policy and general environment and, in particular, in response to the changing nature of the so-called 'Mathematics Problem'. Key themes that emerge from the literature review, which are explored in detail, are the characteristics of students who engage with mathematics support and reasons why others do not; the role of the mathematics support tutor, who undertakes the tutoring task and how they are trained; the positioning of mathematics support within higher education structures; and the evaluation of the effectiveness of mathematics support.

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“…Frequent changes in staffing can impact on the consistency, availability and quality of support [82]. Similar issues are raised in [83].…”

Section: A Staffing Issuementioning

confidence: 91%

The evolution of mathematics support: a literature review

Lawson

Grove

Croft

2019

International Journal of Mathematical Education in Science and

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“…Different articles highlight the importance of tutor trainings (e.g. Croft & Grove, 2016;Grove et al, 2019c;Lawson et al, 2019;O'Sullivan et al, 2014;Pfeiffer et al, 2016). Croft and Grove (2011) published a training guide for postgraduate students working in MLSCs which, among other things, gives information about dos and don'ts, advice to problem solving issues and the special demands which occur in statistics support as well as the importance of being aware of individual differences and needs of students.…”

Section: The Role Of Tutors In Mlscsmentioning

confidence: 99%

Consultation Phases in Mathematics Learning and Support Centres

Schürmann

Panse

Shaikh³

et al. 2021

Int. J. Res. Undergrad. Math. Ed.

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Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.

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“…To meet this challenge, the authors have designed a model of tutor development that may be amenable to accreditation which is currently undergoing piloting within Ireland. Work on this model began in 2016 arising from discussions regarding tutor training in light of a newly published framework for professional development in HE in Ireland (National Forum, 2016), which took place at the 10th IMLSN annual conference (IMLSN 10) which was held in Galway, Ireland (Pfeiffer, Cronin and Mac an Bhaird, 2016). The essence of the model is to provide formal recognition for the professional development undertaken by an MLS tutor in a way that the tutor can then seek accreditation from their institution or a professional body.…”

Section: Conclusion and Next Stepsmentioning

confidence: 99%

Professional development opportunities for tutors of mathematics learning support

Grove

Bhaird

O’Sullivan³

2019

MSOR

Self Cite

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Deficiencies in the mathematical skills of students entering university study are having a negative impact on their education, and more broadly have serious consequences for society as a whole. Research demonstrates that extra initiatives established to give these students an opportunity to succeed are making a difference, and that the staff who provide these supports play a fundamental role. Here we review two different models of structured training that were developed for these tutors, via two cases studies drawn from within the UK and Ireland. We discuss the key and transferrable skills that these tutors require, skills that are often not typically needed in a more ‘traditional’ teaching role. The majority of tutors remain in this crucial support role for only a short period of their careers, and so a fundamental question remains as to how they can receive appropriate recognition for their academic endeavours. Such recognition is important for both the institution, in demonstrating its commitment to teaching quality, and for the career progression of the tutors themselves.

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

Cited by 6 publications

References 7 publications

The evolution of mathematics support: a literature review

The evolution of mathematics support: a literature review

Consultation Phases in Mathematics Learning and Support Centres

Professional development opportunities for tutors of mathematics learning support

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