How narratives about the secondary-tertiary transition shape undergraduate tutors’ sense-making of their teaching

Author:

Kontorovich Igor’ORCID,Ovadiya TikvaORCID

Abstract

AbstractDrawing on the commognitive framework, we construe the secondary-tertiary transition (STT) as a distinctive element in the pedagogical discourses of various communities. Our interest rests with university tutors in light of the emergent recognition of their impact on undergraduates’ mathematics learning in many tertiary contexts worldwide. We aim to understand the roles of STT communication in tutors’ reflections on incidents that took place in their tutorials. Our participants were undergraduate students in the advanced stages of their mathematics degrees in a large New Zealand university and who were enrolled in a mathematics education course. Throughout the semester, the participants led tutorial sessions for first-year students and wrote reflections on classroom incidents that drew their attention. Our data corpus consisted of 58 reflections from 38 tutors collected over four semesters. The analysis revealed that STT communication featured in tutors’ descriptions of classroom incidents, assisted them in making sense of unexpected events, positioned their instructional actions as replications of what was familiar to them from their own STT experience, and contributed toward generating new pedagogical narratives. We situate these findings in the literature concerning undergraduate tutoring and teachers’ perspectives on STT.

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Cited by 6 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. When Learner-Centered Teaching and Learning Goes Online: Zooming into Linear Algebra Tutorials During the Pandemic;International Journal of Research in Undergraduate Mathematics Education;2024-07-08

2. The Teaching and Learning of Tertiary Mathematics;Research in Mathematics Education in Australasia 2020–2023;2024

3. Transforming mathematical identity: changes in one international student’s positioning during first-year mathematics tutorials;International Journal of Mathematical Education in Science and Technology;2023-10-21

4. Mathematics instructor actions and knowledge integration: utilizing resources in mathematics courses for teachers;ZDM – Mathematics Education;2023-06-15

5. New insights about the secondary–tertiary transition in mathematics;Educational Studies in Mathematics;2023-03-31

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