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Unravelling Tutors' Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model
Shula Weissman1, Michal Ayalon1, Roza Leikin1
1University of Haifa, Haifa, Israel.
International Journal of Science and Mathematics Education
|October 11, 2022
Summary
This study developed a proficiency model for virtual mathematics tutors, analyzing their learning through teaching. The model, based on Activity Theory, integrates student potential and teaching interactions to understand tutor development.
Area of Science:
- Mathematics Education
- Educational Technology
- Teacher Professional Development
Background:
- Investigates the role of informal mathematics tutors in a Virtual Mathematics School (VMS).
- Focuses on three high-achieving STEM students with no prior formal teaching preparation.
- Highlights the need to understand tutor development in novel educational settings.
Purpose of the Study:
- To design and present a model of proficiency for mathematics tutors in a VMS.
- To analyze the learning-through-teaching process of these tutors.
- To provide a framework for understanding tutor development and its impact.
Main Methods:
- Employs a multiple case study methodology.
- Utilizes Activity Theory as a theoretical framework.
- Develops a "goal-action" model based on tutor observations and analysis.
Main Results:
- A "goal-action" model of tutor proficiency was designed.
- The model integrates students' mathematical potential and the Teaching Triad construct.
- Demonstrates the model's utility in analyzing changes in tutor proficiency.
Conclusions:
- The developed model offers a robust framework for understanding mathematics tutor proficiency in virtual environments.
- The model facilitates descriptive, explanatory, and analytical insights into tutor development.
- Provides a foundation for training and supporting informal tutors in online mathematics education.
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