PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Analyzing the beliefs and practices of graduate and undergraduate mathematics tutors
Page: 1039
The purpose of this qualitative study is to examine the beliefs and practices of undergraduate tutors and graduate teaching assistants who work in mathematics support centers. This report is situated in a larger study that is being conducted at two four-year institutions in the U.S. and focuses on our preliminary analysis of six graduate teaching participant responses from one institution. For the first phase of the study, we asked participants to complete a survey that was based off of the Teacher Beliefs Interview protocol (Luft & Roehrig, 2007) in order to examine their beliefs and practices before they participate in mathematics tutor-specific professional development activities. Using a modification of Luft and Roehrig’s coding scheme, we coded survey item responses as Instructive, Transitional, or Adaptive. These codes gave us a snapshot of their beliefs and practices around tutoring in mathematics