A study on the relationship between tutor’s content knowledge and their tutoring decisions

Abstract

When studying mathematics education and student success, most research tends to study the inclassroom teaching aspect. Another important aspect of mathematics education occurs outside the traditional classroom with tutors. While it has been shown that tutoring leads to student success (Xu, Hartman, Uribe, & Mencke, 2001), research has not necessarily focused on what tutoring is or what makes it effective. In recent years, efforts have been made to expand research in this field. Two major themes are the study of the types of knowledge necessary for effective tutoring and the interplay between these domains of knowledge to better understand the tutoring process.