Peer tutoring in first-year undergraduate mathematics

Abstract

A peer tutoring approach was taken for part of the teaching of mathematics to two different classes at a tertiary institution, most of whose students were preparing to be teachers at either the primary or secondary levels. It was hoped that peer tutoring would increase the learning and understanding of the students involved. As many of the students are training to become teachers, it was hoped that the work on peer tutoring might have particular relevance for them. From qualitative evidence, the experiment appears to have been successful. The vast majority of the students would like the experience to be repeated during their mathematics course.