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

ABSTRACT

During the Spring 2020 semester, universities transitioned to online instruction to slow the spread of COVID-19. During this time, mathematics support/tutoring centers also moved their services online. We discuss best practices for online tutoring from the literature and the shared experiences of 28 tutoring center leaders who transitioned to online tutoring during the pandemic. We recommend tutoring centers offer both synchronous video conferencing with shared white boards and an asynchronous or text-based option to increase flexibility and alleviate issues of access. Tutors should be trained to utilize the chosen technology and to adapt their communication to the new environment.

KEYWORDS:

• Online tutoring
• mathematics tutoring
• tutoring best practices

Additional information

Notes on contributors

Carolyn Johns

Carolyn Johns is the Assistant Director of the Mathematics and Statistics Learning Center at Ohio State. Her research interests broadly include undergraduate mathematics education and mathematics tutor practices. Prior to working at The Ohio State University, she received an undergraduate degree from Earlham College and received a Ph.D. from The Ohio State University in August 2019.

Melissa Mills

Melissa Mills is a teaching assistant professor of mathematics and the Director of the Mathematics Learning Success Center at Oklahoma State University. Her research interests include mathematics tutor practices, evaluation of mathematics tutoring centers, and the teaching and learning of mathematical proof at the undergraduate level. She received a Ph.D. from Oklahoma State University in 2013.