Specialist and more-able mathematics students: understanding their engagement with mathematics support

Abstract

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Learning to Be a Postgraduate Tutor in a Mathematics Support Centre

“…As such the centre described here is, importantly, not one which works primarily with non-specialist students at the transition into university which is the case often reported. While we do not discuss here the impact of the centre upon the students who choose to make use of it, its impact upon specialist mathematics students has recently been explored elsewhere (Grove et al 2019b). The findings from this work show that students value the centre because of the convenient availability of support, its personalised nature with friendly tutors of a similar-age and subject profile, and the opportunity to use the centre as a group study space to work with friends.…”

“…We have shown that tutors perceive their sharing of expertise has impacted upon their practices and consequently the evolution of the centre. It is known that the students on the receiving end of their support and, as a consequence, the University, benefit from their expertise and enthusiasm (Grove et al 2019b) and as such the tutors contribute to a thriving community of mathematics learners. Moreover, there are substantial benefits for the tutors themselves in terms of improved mathematical and pedagogical knowledge and skills, transferable skills of teamworking, communication and empathy, and a widening of their career aspirations.…”

“…Firstly, we have noted that in its early days the centre attracted proportionally more users from outside the discipline of the mathematical sciences. In later years mathematics undergraduates have become the main users and their usage of this particular centre has recently been explored elsewhere (Grove et al 2019b). Given the ongoing 'mathematics problem' described in the Introduction and the continued growth of support centres in other institutions, it would not be unreasonable to assume that there are plenty of students in this particular university who would benefit from mathematics support, but who are not taking advantage of it.…”

Approaches to feedback in the mathematical sciences: just what do students really think?

“…were by mathematics students, and of all visits, almost two-thirds were made by mathematics students in either year 2 or beyond (Grove, Guiry & Croft, 2019b).…”

Professional development opportunities for tutors of mathematics learning support

“…Within MLS, tutors work with some of the most vulnerable students, those lacking confidence, those with specific learning difficulties, and those most at risk of dropping out. Increasingly, MLS is also being accessed by the specialist and more-able student (Grove, Guiry and Croft, 2019;, one who is seeking to enhance and develop their mathematical skills and knowledge even further and occasionally beyond the boundaries of their module(s) of study. While many MLS tutors may have had some prior training as department tutors or lecturers, they are, as noted by Croft and Grove (2016, p.3), "in the front line of tackling the lack of confidence and skill deficits of students who arrive at support centres looking for help".…”