Examining Tutor Training in a Peer-Tutoring Mathematics Program for Hispanic Students

• In Event: English Language Learning Students

Abstract

National statistics show a persistent achievement gap in mathematics between White and Hispanic students. Peer-tutoring has been found to be a cost-effective approach in improving mathematics achievement and students’ self-perceptions as mathematical learners. Few studies, however, have been examined the effects of peer tutoring for Hispanic students. Thus, the purpose of this study is to examine the effectiveness of tutor training session for a peer-tutoring program for elementary and middle school Hispanic students. Using systematic classroom observation, teachers’ and students’ behaviors were examined during tutors’ training sessions. The results indicated that tutors during the tutor training sessions promoted a learner-center collaborative educational environment. Tutors were engaged in math activities, enjoyed math learning, and exhibited positive teacher-students relationships.

Authors

• Elba Barahona, Texas A&M University - College Station

• Yolanda N. Padron, Texas A&M University

• Kayla Braziel Rollins, Texas A&M University

• Hersh C. Waxman, Texas A&M University