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The Structure and Culture of Developing a Mathematics Tutoring Collaborative in an Urban High School

The Structure and Culture of Developing a Mathematics Tutoring Collaborative in an Urban High School This conceptual article describes a model of a school-based, student-led initiative that uses peer tutoring to address underachievement in mathematics. The model is three pronged: a) it suggests a site-based approach to building on existing student excellence in mathematics to drive improved student mathematics achievement; b) it seeks to address the lack of teacher knowledge about urban students and their mathematics understanding; and c) it aims to deepen existing mathematics knowledge, confidence and interest among high school students. In the article, I share analyses of the interactions among tutors, tutees, advisors, and teacher; the mathematical discourse within those interactions; and the hierarchical and collaborative relationships that emerged over time. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

The Structure and Culture of Developing a Mathematics Tutoring Collaborative in an Urban High School

The High School Journal , Volume 91 (1) – Oct 30, 2007

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Publisher
University of North Carolina Press
Copyright
Copyright © 2007 by The University of North Carolina Press. All rights reserved.
ISSN
1534-5157
Publisher site
See Article on Publisher Site

Abstract

This conceptual article describes a model of a school-based, student-led initiative that uses peer tutoring to address underachievement in mathematics. The model is three pronged: a) it suggests a site-based approach to building on existing student excellence in mathematics to drive improved student mathematics achievement; b) it seeks to address the lack of teacher knowledge about urban students and their mathematics understanding; and c) it aims to deepen existing mathematics knowledge, confidence and interest among high school students. In the article, I share analyses of the interactions among tutors, tutees, advisors, and teacher; the mathematical discourse within those interactions; and the hierarchical and collaborative relationships that emerged over time.

Journal

The High School JournalUniversity of North Carolina Press

Published: Oct 30, 2007

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