PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Mathematical Knowledge for Tutoring Undergraduate Mathematics
Page: 731
Undergraduate math tutoring is an important venue for student learning, yet little empirical work has been done to study tutoring interactions and few theories specifically address tutoring interactions. Drawing upon literature from problem solving, peer learning, and mathematics teaching, this report proposes a schema for Mathematical Knowledge for Tutors (MKTu). The proposed framework expands Ball’s (2008) Mathematical Knowledge for Teaching by adding dimensions of affect and self-regulation. This additional depth reflects the individualism, immediacy, and interactivity which are unique to the tutoring setting where problem solving and mentoring take place between an advanced undergraduate tutor and an undergraduate student.