Unravelling Tutors' Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model

Autor/inn/en	Weissman, Shula; Ayalon, Michal; Leikin, Roza
Titel	Unravelling Tutors' Conceptions of Teaching Mathematics in Virtual School Using a Goal-Action Model
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 5, S.1521-1543 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weissman, Shula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10300-7
Schlagwörter	Tutors; Teacher Attitudes; Mathematics Instruction; Tutoring; Secondary School Mathematics; High School Students; Mathematics Teachers; Virtual Classrooms; Mathematics Skills; Models; Tutor Training; Educational Objectives + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Förderkonzept; Nachhilfeunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Analogiemodell; Educational objective; Bildungsziel; Erziehungsziel
Abstract	This study explored the unique integration of mathematics tutors in teaching high school mathematics in a Virtual mathematics school (VMS). The tutors were three excelling STEM students who did not have any formal preparation for teaching before their work in the VMS. The goal of the study presented in this paper was to design a model of proficiency for these tutors. The model was designed using multiple case study methodology by tracking the learning through teaching of the tutors. Activity theory (Leontiev, 1978) framed the design of the study and led to a "goal-action" model of the tutors' proficiency in the VMS. The goals part of the model is rooted in the construct of students' mathematical potential (Leikin, 2021), and the action part was unraveled using the construct of a Teaching Triad (Jaworski in "For the Learning of Mathematics," 12(1), 8-14, 1992). In this paper, we illustrate how our model can be used to analyze changes in the tutors' proficiency, and how it can be applied to descriptive, explanatory, and analytical power. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01