RUME 28
2026
Alexandria, Virginia
Embedded Math Tutor’s Noticing: A Collaborative Exploration and Change of Practice
Page: 1038
Embedded tutor (ET) programs have increased significantly in recent years to respond to new state requirements to phase out remedial math courses and increased need for tutoring support brought about by the COVID-19 pandemic. Despite this increase, ETs have remained understudied. ETs can face limitations in the classroom when instructors are underprepared to integrate ETs into their lessons. In particular, instructors can be unaware of the physical limitations ETs encounter in their practice, which can prevent them from delivering needed support to students. To better understand how ETs develop their practice this study uses the construct of teacher noticing to analyze interviews with an ET as they reflect on video recordings of their instruction. Findings demonstrate how an ET identified and addressed classroom features that limited their access to students. This study presents implications for faculty to ensure the presence of a collaborative work relationship between ETs, Instructors, and faculty.