PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
The Distribution of the Mathematical Work during One-on-one Tutor Problem Solving
Page: 1603
Undergraduate math tutoring is an important context for student learning, yet little empirical work has been done to understand tutor-student interactions. Using frameworks for problem-solving and socially mediated metacognition (Carlson and Bloom, 2005; Goos, et. al, 2002), this poster examines who guides the development of mathematical ideas throughout the problem solving process within a drop-in one-on-one tutoring context. We found that the majority of the tutoring interactions closely followed the Orienting-Planning-Executing-Checking phases of problem solving. The “Executing” phase had the highest degree of student contribution, while the “Checking” phase was least represented.