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The Identities of Undergraduate Mathematics Peer Tutors within the Figured World of a Mathematics Learning Center
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | The Identities of Undergraduate Mathematics Peer Tutors within the Figured World of a Mathematics Learning Center. |
| 개인저자 | Bjorkman, Kaitlin. |
| 단체저자명 | University of California, San Diego. Mathematics and Science Education (Joint Doctoral with SDSU). |
| 발행사항 | [S.l.]: University of California, San Diego., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 348 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-02A. Dissertation Abstract International |
| ISBN | 9781085585781 |
| 학위논문주기 | Thesis (Ph.D.)--University of California, San Diego, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-02, Section: A.
Advisor: Nickerson, Susan. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | According to the recent MAA National Study of College Calculus (Bressoud, Mesa, & Rasmussen, 2015) more than a third of US Calculus I students come in contact with undergraduate mathematics peer tutors (UMPTs) and mathematics tutoring has the ability to influence affect as well as academic learning, but, undergraduate mathematics tutoring is under researched (Mills, Tallman, & Rickard, 2017). We need to understand the context and UMPTs' identities in order to shape best tutoring practices and inform future research. This dissertation is an ethnography of a mathematics learning center (MLC) at a public university examined from the perspective of the UMPTs and through the theoretical perspective of figured worlds. Data was collected in the form of field observations, a survey distributed to tutors in the center, and a series of case studies. Four tutors were observed tutoring. They participated in stimulated recall interviews about their tutoring, and completed a semi-structured final interview. One primary finding is that the MLC plays an important social role for UMPTs beyond its academic and professional function and that they desire students to enter into similar enactments as found in their mathematical community. This was apparent in the participants' descriptions of the physical space, cultural artifacts, key social groups, and in analysis of both tutoring and non-tutoring enactments that took place in the MLC. The mediating role of cultural artifacts authored roles of autonomy for students and facilitated collaboration and community.UMPTs navigate a role as "almost peers" within their tutoring interactions in the MLC. Their identity enactments require significant and ongoing negotiation as they feel students may enter the MLC with different goals and attempt to position themselves and tutors in alternative roles. UMPTs emphasize understanding mathematics and students having a positive affect as central goals in their tutoring interactions. These results yield several implications for practice within MLCs. Suggestions are also made for future research on UMPTs and MLCs including further considering their non-academic/social roles for both undergraduate tutors and students seeking tutoring. |
| 일반주제명 | Mathematics education. Science education. Higher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
