Abstract
In this chapter, we give an example of practice-oriented research in small group tutorials at university level, focusing on the tutor’s pedagogical practice for promoting her students’ mathematics meaning-making (MMM) and her own developing knowledge in teaching practice. In particular, we analyse, using grounded theory techniques, episodes from a tutorial in Linear Algebra. We focus on the interactions between the tutor and the students and the tutor’s interpretations of students’ MMM. Adopting an Activity Theory perspective, we seek relationships between the tutor’s actions and goals in the activity of tutoring, with emerging tensions related to students’ outcomes. Our analysis in the different layers of the activity indicates the complexity of the tutoring, identifying contradictions internal to the activity. These contradictions can be seen as central to practice, as revealed in practice-oriented research, and to a methodology in developing mathematics tutoring.
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Jaworski, B., Potari, D. (2022). Developing Mathematics Teaching in University Tutorials: An Activity Perspective. In: Biehler, R., Liebendörfer, M., Gueudet, G., Rasmussen, C., Winsløw, C. (eds) Practice-Oriented Research in Tertiary Mathematics Education. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-031-14175-1_12
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