A Tutorial Program: Collaboration Between Preservice and Inservice Teachers

Abstract

Many elementary school teachers face severe time constraints working individually with students who need extra help or attention in mathematics. Sometimes, children who need this attention do not receive it. At the same time, critics of teacher education programs contend that preservice teachers do not receive enough hands‐on experience teaching children. The Mathematics Tutorial Program is one attempt to address both of these issues. In this program, elementary grade children are identified by their classroom teachers as needing extra help in mathematics. They are paired with preservice elementary school teachers. Each preservice teacher tutors one or more elementary children for two 30‐minute sessions each week for 6 to 24 weeks. They use manipulatives and a hands‐on approach. The tutors reported professional gains from their contacts with classroom teachers, mathematics educators, and elementary children. Classroom teachers involved with the program commented on the children's improved selfesteem and confidence in mathematics. The children eagerly looked forward to the time with their tutors.

Nonprofessional mathematics tutoring for low-achieving students in secondary schools: A case study

“…This is not surprising; as in any other field, best outcomes are assumed to be achieved by professionals. However, the high costs involved yields a growing interest in paraprofessional tutoring, i.e., tutoring performed by adults having some academic backgrounds and experience, yet who are not professional teachers, such as preservice teachers (Leblanc, Lietze, & Emenkar, 1995) or college students (Nesselrodt & Alger, 2005;Shulman & Armitage, 2005;Fitzgerald, 2001). In these cases, tutors were carefully selected to match the programs' goals, and in turn, were rewarded by academic credit, gain of teaching experience, or (relatively low) payment.…”