How Narratives about the Secondary-Tertiary Transition Shape Undergraduate Tutors' Sense-Making of Their Teaching

Autor/inn/en	Kontorovich, Igor'; Ovadiya, Tikva
Titel	How Narratives about the Secondary-Tertiary Transition Shape Undergraduate Tutors' Sense-Making of Their Teaching
Quelle	In: Educational Studies in Mathematics, 113 (2023) 1, S.125-146 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kontorovich, Igor') ORCID (Ovadiya, Tikva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-023-10211-6
Schlagwörter	Foreign Countries; College Freshmen; Tutors; Secondary Education; Postsecondary Education; Student Adjustment; Comprehension; College Mathematics; Mathematics Instruction; Communication (Thought Transfer); Attitudes; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Studienanfänger; Förderlehrer; Lehrender; Tutor; Sekundarbereich; Post-secondary education; Tertiäre Bildung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Verstehen; Verständnis; Mathematics lessons; Mathematikunterricht; Communication; thought; Kommunikation; Gedanke; Attitude; Einstellung; Verhalten; Neuseeland
Abstract	Drawing 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01