Role, Responsibilities, and Boundaries of a Tutor

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

The aims and importance of learning provision for numeracy development are to ensure all students understand that maths is a vital part of everyday life and will continue to be used throughout their life. Primary schools will teach students to learn various methods and techniques to be able to reach the correct answer. The end goal means more students will be able to solve a mathematical problem, independently, using a method that suits them. They can then develop their learning to improve their knowledge and apply it to real life situations; such as counting in groups of numbers such as 5’s or 10’s, which in turn can be applied when paying for

By now I have done all 9 modules and it was extremely helpful during a tutoring session. Module 1 introduces me to several ideas and techniques to aid in successfully structuring tutoring sessions and building relationship with students. This module help me gain some useful insight for the first tutoring session. Module 2 introduces me to a model of communication and discusses some issues that can impede communication. This module help me understand why communication is important. Module 3 introduce me to the benefits of networking with and observation of other tutors. This module help me gain content specific strategies for tutoring. Module 4 introduce me to one major theory of human cognitive development (Piaget) and one major theory of human development. This module help me understand how developmental domains interact.

This assessment demonstrates my approach and ability to solving mathematical problems. I will be working with six questions taken from a year nine sample paper, from the National Assessment Program – Literacy and Numeracy [NAPLAN] (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2012). NAPLAN is an essential assessment, performed annually, to measure a students competnance in numeracy and literacy (National Assessment Program, n.d.).

The tutor will ask their tutees what they need, and how had understood the subjects so far. He or she will involve his or her students in a discussion of the course material. Their homework will be scrutinized, but the tutor will not simply provide the correct answers to their students. Tutors are trained to help someone to find out the correct answers on their own. They assist the students with basic reading/writing/math skills necessary for success in their college course. The tutor will also help them with note taking and test taking skills, and tips on how to perform well in their particular subject areas.

The National curriculum states that in Mathematics teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is

This is across various sectors ranging from psychological, cross-cultural to educational investigations. In the process challenging the theories developed about how children learn and think in different mathematical domains (Mohyuddin and Khalil, 2016). Although research findings suggest that individual interventions targeting pupils’ difficulties in mathematics are effective, interventions may work better than these are targeting specific strengths and weaknesses ( Dowker and Sigley,2010). Errors and misconceptions can be corrected if teachers provide the correct alternatives to pupils. Counting sets the foundations of early algebra, therefore, it is important that pupils are provided with appropriate activities to support their learning (Earnshaw and Hansen, 2011). There is a range of resources available to support pupils counting needs, however, more needs to be done. Because while it is easy to diagnose learners’ difficulties, finding solutions for them is not that simple (Gillum, 2014). Research demonstrates that teaching pupils to avoid misconceptions is not helpful and could result in hidden misconceptions (Hansen, 2014). Instead of planning to avoid errors and misconceptions, teachers should carefully plan mathematical lessons that allow children be confronted with examples that challenge and encourage them to make connections between mathematical concepts and their own

s students,in addition to module unit lecturers,you will be assigned personal tutors who have a responsibility to: ✦ take an active role in facilitating a student’s learning as a matter ofstandard practice.For nursing and midwifery students,this role will be for the duration ofthe individual’s programme ✦ maintain contact and effective relationships with students and provide an initial,active and sustained point ofcontact and reference on any personal, domestic,academic and practice placement matter throughout the student’s programme.A variety of provision patterns exist throughout the UK ✦ make time for students at least once every term or semester,maintaining accurate records on their progress and the feedback they have been given ✦ have

The focal point of this assessment is to display my understanding and achievement in developing numeracy. Numeracy comprises mathematical knowledge, competence, and tendency towards maths. Within Australian Curriculum of Foundation to Year 10, the six areas of mathematics are Number, Algebra, Measurement, Geometry, Statistics, and Probability. From each of the components the evaluation and assessment of my understanding and progress of numeracy is based on the weekly tasks demonstrated in ‘What I know about’ (WIKA), ‘Thinking time problem’ (TTP), and the results from Mathspace test. The WIKA draws on my understanding on the concepts of each areas of mathematics, examples of activities, and other areas of mathematics relate to each of the components.

It is apparent that right from prep that FGSS places emphasis on all students learning literacy and numeracy skills. The activities that are used for both numeracy and literacy are engaging and fun for the students. These activities link to the Australian Curriculum and allow the teachers to use multiple techniques to teach the students. In literacy at FGSS the focus is on phonics in the early years, this prepares the students for success in the years to come with reading, writing and speaking. Within the numeracy field the focus is on keeping the students disposition high and making maths an everyday occurrence. The approach that FGSS takes towards numeracy and literacy is setting their students up for

The school worked on a year and a half form entry basis and so classes were generally small. During numeracy children were divided into three ability groups and each group was taught separately. My partner and I (Miss M) worked with the lower ability group. Ofsted (2009) noted that the ‘arrangements for teaching numeracy in smaller groups have had a dramatic effect on pupils' progress, improving mathematics from a relative weakness to one of the school's strengths.’ However, doing so may mean that children know that very little is expected from them. According to Cockburn (1999, p15) ‘if a child is labelled as not being able or lacking in confidence, it may not be very long before that child ceases to perform to the best of their abilities.’

write and discuss aspects of numeracy within a range of different real-life contexts” (Teach in

Lipsky’s book defines the roll and importance of peer tutors on college campuses, the importance of promoting active learning, how to incorporate critical thinking and questioning skills, assessing students’ learning, collaborative learning and group work, tutoring as a proactive process, the value of diversity and students, online assistance, and a summary of effective peer lead sessions. One of the major strengths of this book is the learning activities throughout to assist peer tutors with their tutees. For example, in the promoting active learning chapter the activity has tutee comment section and peer tutors have the opportunity to provide how they would respond. This allows peer tutors to understand comments and questions that might arise during a tutoring sessions, and how they can overcome it.

Instructors, tutors, and students all need to find a common ground about what it means to be, or use, a tutor in a particular course of study.

This week learning has focused on how children built their mathematical understanding in five learning contexts and the importance of numeracy in early childhood.