PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Undergraudate mathematics tutors and students’ challenges of knowing-to act
Page: 1017
Colleges and universities are increasingly providing drop-in tutorial assistance through institutions’ learning or resource centers. In this study, we examine one-on-one mathematics tutoring interactions to discover how tutors naturally respond to student requests for assistance with knowing-to act, where a student may be familiar with a procedure, but not know-to use that procedure in the current situation. We contrast three 5-10 minutes episodes; in the first, the tutor appears not to recognize that the student knows-to. In the second, the tutor prevents the student from needing to know-to. In the final episode, a tutor incrementally narrows the vision of her student until the student knows-to.