How does mathematical knowledge for undergraduate tutoring develop? Analysing written reflections of novice tutors

Abstract

Research has become interested in the mathematical knowledge that undergraduate tutoring involves. This study introduces a mechanism that describes how this knowledge can develop through the work of tutoring. The mechanism emerged from an analysis of 24 reflections written by 10 novice tutors on noticeable incidents that took place in their tutorials. The tutors were undergraduate students at advanced stages of their mathematics degrees, and their teaching unfolded as part of an elective course in mathematics education. The mechanism proposes that tutors can find themselves in contingent situations, where their mathematical knowledge is insufficient. To fulfill the emerging pedagogical need, tutors initiated reflexive actions of mathematics learning to prepare for similar contingent situations in their future tutoring.