RUME 28
2026
Alexandria, Virginia
Mathematical Mnemonics as Tools for Shaping Concept Images in University Mathematics Tutoring
Page: 599
In mathematics, the teaching and use of “tricks,” known formally as mathematical mnemonics, is commonplace. However, little research has focused on this topic, particularly in university mathematics tutoring. In this study, we investigated when and why undergraduate mathematics tutors implemented mathematical mnemonics in their tutoring practice. Video recordings of online tutoring sessions were collected from eight tutors working at an R1 university in the United States. Of the eight, five were observed using mathematical mnemonics in their tutoring practice. Our results show that these tutors used mathematical mnemonics for three reasons: in response to a student committing an error or demonstrating a misconception, as a response that represents how the tutor reasons about the topic, and as part of a predeveloped curriculum script. We argue that each of these reasons is an implicit attempt by the tutor to reshape a student’s concept image of the topic under consideration.