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PRIMUS
Problems, Resources, and Issues in Mathematics Undergraduate Studies
Volume 31, 2021 - Issue 1
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Articles

Online Mathematics Tutoring During the COVID-19 Pandemic: Recommendations for Best Practices

Carolyn JohnsCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0710-959XView further author information
ORCID Icon &
Melissa MillsView further author information
Pages 99-117 | Published online: 21 Oct 2020

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Linor L. Hadar. (2022) Difficulty is an opportunity: the coping of alternative schools in Israel during COVID-19. Pedagogy, Culture & Society 0:0, pages 1-20.
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Lidon Moliner & Francisco Alegre. (2022) Peer tutoring in middle school mathematics: academic and psychological effects and moderators. Educational Psychology 42:8, pages 1027-1044.
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Claire Mullen, Jim Pettigrew, Anthony Cronin, Leanne Rylands & Donald Shearman. (2022) The rapid move to online mathematics support: changes in pedagogy and social interaction. International Journal of Mathematical Education in Science and Technology 53:1, pages 64-91.
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Articles from other publishers (21)

Davy Tsz Kit Ng & Xiaoxuan Fang. (2023) How to use Zoom to collect data in mathematics educational research: A case study in assessing students’ online mathematics learning. Asian Journal for Mathematics Education 2:3, pages 274-298.
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Bed Raj Acharya, Indra Mani Rai, Liladhar Acharya, Ram Krishna Panthi & Niroj Dahal. (2023) Teaching-learning practices of mathematics in semester system: A case study of Tribhuvan University, Nepal. Journal of Mathematics and Science Teacher 3:2, pages em038.
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Natalya Matveeva, Lea Dorel, Irina Kosareva & Fairuza Sabirova. (2023) The influence of educational information visualization trends in higher education for students in the Russian Federation. Frontiers in Education 8.
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Alba Llauró, David Fonseca, Susana Romero, Marian Aláez, Jorge Torres Lucas & María Martínez Felipe. (2023) Identification and comparison of the main variables affecting early university dropout rates according to knowledge area and institution. Heliyon 9:6, pages e17435.
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Craig Allen Talmage, Kathleen Flowers, Peter Budmen, Alexander Cottrell, Jonathan Garcia & Jasmine Webb-Pellegrin. 2023. Community Engagement in the Online Space. Community Engagement in the Online Space 234 253 .
Kim-hung Lam, Wai Ki Vicky Chan, Long-yung Ivan Chung, Wai-chun Boris Leung, Kwong-chak Gary Cheung, Yoon-suk Lawrence Lee & Wing-yiu Yu. (2022) The use of interactive whiteboard drawing and concept/mind mapping to promote active learning in online/hybrid classes – a case study for science education. The use of interactive whiteboard drawing and concept/mind mapping to promote active learning in online/hybrid classes – a case study for science education.
Pragashni Padayachee, Anita Campbell & Ebrahim Fredericks. (2022) Engaging Engineering Mathematics students online: Tutoring using MS Teams. Engaging Engineering Mathematics students online: Tutoring using MS Teams.
Lidon Moliner, Francisco Alegre & Gil Lorenzo-Valentín. (2022) Peer Tutoring and Math Digital Tools: A Promising Combination in Middle School. Mathematics 10:13, pages 2360.
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Dilek Soysal, Majid Bani-Yaghoub & Tiffani A. Riggers-Piehl. (2022) Analysis of Anxiety, Motivation, and Confidence of STEM Students During the COVID-19 Pandemic. International Electronic Journal of Mathematics Education 17:2, pages em0684.
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Lidon Moliner & Francisco Alegre. (2022) COVID-19 Restrictions and Its Influence on Students’ Mathematics Achievement in Spain. Education Sciences 12:2, pages 105.
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Peter Akayuure. 2022. Digital Transformation of Education and Learning - Past, Present and Future. Digital Transformation of Education and Learning - Past, Present and Future 179 191 .
Holly Gilbert, Mark Hodds & Duncan Lawson. (2021) ‘Everyone seems to be agreeing at the minute that face-to-face is the way forward’: practitioners’ perspectives on post-pandemic mathematics and statistics support. Teaching Mathematics and its Applications: An International Journal of the IMA 40:4, pages 296-316.
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Eabhnat Ní Fhloinn & Olivia Fitzmaurice. (2021) How and why? Technology and practices used by university mathematics lecturers for emergency remote teaching during the COVID-19 pandemic. Teaching Mathematics and its Applications: An International Journal of the IMA 40:4, pages 392-416.
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Claire Mullen, Jim Pettigrew, Anthony Cronin, Leanne Rylands & Donald Shearman. (2021) Mathematics is different: student and tutor perspectives from Ireland and Australia on online support during COVID-19. Teaching Mathematics and its Applications: An International Journal of the IMA 40:4, pages 332-355.
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Ciarán Mac an Bhaird, Aisling McGlinchey, Peter Mulligan, James O’Malley & Rachel O’Neill. (2021) Student experiences of online study groups and drop-in mathematics support during COVID-19. Teaching Mathematics and its Applications: An International Journal of the IMA 40:4, pages 356-373.
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Hanadi Mohamed AbdelSalam, Maura A. E. Pilotti & Omar J. El-Moussa. (2021) Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction. Sustainability 13:21, pages 12248.
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José Hanham, Chwee Beng Lee & Timothy Teo. (2021) The influence of technology acceptance, academic self-efficacy, and gender on academic achievement through online tutoring. Computers & Education 172, pages 104252.
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Eabhnat Ní Fhloinn & Olivia Fitzmaurice. (2021) Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic. Mathematics 9:18, pages 2303.
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Siti Sundari, Sigid, Samsul Ma'arif & Joko Soebagyo. (2021) Analisis Kemampuan Penalaran Matematis Peserta Didik dengan Penyajian Masalah Open-Ended Pada Pembelajaran Daring. Kognitif: Jurnal Riset HOTS Pendidikan Matematika 1:1, pages 66-80.
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Rebecca Cofer. 2021. Strategies for Student Support During a Global Crisis. Strategies for Student Support During a Global Crisis 71 88 .
Vanessa Hammler Kenon, Perla M. Garcia, Danielle Schramm & Sarah J. Arellano. 2021. Shifting to Online Learning Through Faculty Collaborative Support. Shifting to Online Learning Through Faculty Collaborative Support 206 228 .

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