Attitudes, beliefs and knowledge of mathematics teachers regarding peer tutoring

ABSTRACT

The benefits of peer tutoring in mathematics have repeatedly been proven at different educational levels. Nevertheless, mathematics teachers’ perceptions towards this methodology and whether they are adequately trained to implement the practice is information that remains uncertain. Surveys and questionnaires directed at teachers regarding peer tutoring are lacking. Determining teachers’ knowledge and perceptions on this topic is important, as that knowledge and those perceptions affect their teaching practices and, therefore, student learning. This validation study was designed to evaluate questionnaire responses from mathematics teachers regarding their knowledge, perceptions and attitudes towards peer tutoring so that implications for practice and policy could be determined. A four-factor structure questionnaire was developed. Strong correlations were reported between knowledge and attitudes. Females, less experienced and public school teachers showed greater values. A conclusion is that female teachers are more sensitive than male teachers regarding students’ inclusion and active learning.

KEYWORDS:

• Mathematics teacher education
• peer tutoring
• teacher beliefs
• teacher knowledge
• teacher attitudes

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Lidon Moliner

Lidon Moliner is a senior lecturer at Universitat Jaume I, Spain, in the Department of Pedagogy. She received her Ph.D from this university and teaches in different Masters and Degrees all related to Education.

Francisco Alegre

Francisco Alegre is an associatte professor of practice at Universitat Jaume I, Spain. He received his Ph.D from University of Valladolid. He currently teaches Mathematics from 7^th to 12^th grade at a public institution in Spain.