The Effect of Tutors’ Native Language Status on Their Amount of Change in Attitude Toward Mathematics (Poster 18)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Advances in STEM Learning and Educational Psychology

Abstract

Considerable research has investigated the relationship between tutoring and mathematics learning. However, most research mainly focused on tutees and did not consider tutors’ native language status during tutoring. Therefore, this study aims to find out the interaction effects of tutors' native language status and math tutoring on tutors’ attitudes toward mathematics. The attitudes of undergraduate math tutors towards mathematics were measured using surveys before and after tutoring. The result indicates that neither native language status nor time had a significant effect on the attitudes of tutors toward mathematics. Additionally, the results also indicate no interaction effect between native language status and time. Further research is required with a bigger and more representative sample.

Authors

• Jae Jun Jong, University of Illinois at Urbana-Champaign

• Jennifer G. Cromley, University of Illinois at Urbana-Champaign