Enhancing Tutoring Skills in Mathematics Learning Support: Through Training Program Using a Tutoring Procedural Code

Abstract

This study aims to enhance tutoring skills through developing and implementing a training program and an evaluation index system for tutoring in the Mathematical Science Learning Center (MSLC). First, we devised a tutoring procedural code in learning support based on Polyaʼs four-phase model of problem solving. Next, we defined the tutoring skills in the MSLC and examined changes in the tutorsʼ tutoring skills in two training sessions in the MSLC, the tutorsʼ self-assessments, and the tuteesʼ comments. The first session consisted of a role play of problem-solving instruction and its evaluation. The second was a program involving tutorsʼ presentations and evaluations to enhance their own tutoring aptitude. Tutorsʼ self-evaluations suggested that tutoring skills improved by training using the tutoring procedural code and through the presentations.