e-Pedagogium 2022, 22(3):53-70 | DOI: 10.5507/epd.2022.011

Mathematics tutoring from the perspective of lower secondary pupils

Gabriela Novotná
Kontakt:
Katedra matematiky a didaktiky matematiky, PedF UK, Magdalény Rettigové 4, 116 39 Praha 1

Popularity of tutoring has recently been increasing, however, in the Czech Republic tutoring has not been strongly theoretically anchored yet. A quantitative study was conducted among 318 lower-secondary pupils in Prague. It was ascertained that 86% of the respondents have personal experience with tutoring, roughly one third of them have participated in tutoring of mathematics. Their participation in tutoring led by a majority to positive changes, such as better school grades and better understanding of a subject matter. Some situations would be liked to be seen more often when tutoring compared to schooling, mainly solving tasks in various connections and learning based on own mistakes. It was shown that interest in math tutoring increases among pupils (not only due to pupil' positive beliefs), which also influences the schooling, and that pupils would appreciate a higher individualisation of their education and broadening their knowledge during their tutoring.

Keywords: tutoring, mathematics, pupils' notions.

Received: December 28, 2021; Revised: May 8, 2022; Accepted: August 9, 2022; Published: November 1, 2022  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Novotná, G. (2022). Mathematics tutoring from the perspective of lower secondary pupils. e-Pedagogium22(3), 53-70. doi: 10.5507/epd.2022.011
Download citation

References

  1. Bray, M. (1999). The shadow education system: Private tutoring and its implications for planners. Paris: UNESCO International Institute for Educational Planning (IIEP).
  2. Bray, M. (2010). Blurring boundaries: The growing visibility, evolving forms and complex Implications of private supplementary tutoring. Orbis scholae, 4(2), 61-73. DOI: 10.14712/ 23363177.2018.126. Go to original source...
  3. Bray, M. (2011). The challenge of shadow education: Private tutoring and its implications for policy makers in the European Union. Brussels: European Commission.
  4. Bray, M., & Silova, I. (2006). The private tutoring phenomenon: International patterns and perspectives. In Silova, I., Būdienė, V. & Bray, M. (Eds.). Education in a hidden marketplace: Monitoring of private tutoring. Overview and country reports (pp. 27-40). New York: Open Society Institute. DOI: 10.1080/03057920601024974. Go to original source...
  5. Dindyal, J., & Besoondyal, H. (2007). Private tutoring in mathematics: the Mauritian experience. Příspěvek prezentovaný na konferenci Redesigning pedagogy: Culture, knowledge and understanding. Singapore. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.524.6195&rep= rep1&type=pdf
  6. Długosz, P. (2017). Korepetycje uczniów jako przykład praktyki w polu edukacyjnym: w Polsce, na Ukrainie i na Węgrzech. Kwartalnik pedagogiczny, 62(2), 108-132. Go to original source...
  7. Dohmen, D., Erbes, A., Fuchs, K., & Günzel, J. (2008). Was wissen wir über Nachhilfe? - Sachstand und Auswertung der Forschungsliteratur zu Angebot, Nachfrage und Wirkungen. Berlin: Bundesministeriums für Bildung und Forschung.
  8. Feistritzer, G. (Ed.). (2015). AK-Studie: Nachhilfe in Österreich, bundesweite Elternbefragung 2015 Studienbericht. Wien: Institut Für Empirische Sozialforschung Gmbh.
  9. Gießing, J. (1997). Zur Problematik den Nachhilfeunterrichts: unter besonderer Berücksichtigung des Schulfachs Englisch an hessischen Gymnasien. Marburg: Tectum Verlag.
  10. Hajar, A. (2018). Exploring Year 6 pupils' perceptions of private tutoring: evidence from three mainstream schools in England. Oxford Review of Education, 44(4), 514-531. DOI: 10.1080/ 03054985.2018.1430563. Go to original source...
  11. Han, S., & Suh, H. (2020). The effects of shadow education on high school students' creative thinking and academic achievement in mathematics: the case of the Republic of Korea. Educational Studies, 1-20. Go to original source...
  12. Hemmings, B., Grootenboer, P., & Key, R. (2011). Predicting mathematics achievement: the influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9, 691-705. Go to original source...
  13. Hille, von A., Spieß, K., & Staneva, M. (2016). Immer mehr Schülerinnen und Schüler nehmen Nachhilfe, besonders in Haushalten mit mittleren Einkommen. DIW Wochenbericht, 83(6), 111-120. DOI: 10.5684/soep.v30. Go to original source...
  14. Hrabal, V., & Pavelková, I. (2010). Jaký jsem učitel. Praha: Portál.
  15. Chvál, M. (2013). Změna postojů českých žáků k matematice během školní docházky. Orbis scholae, 7(3), 49-71. DOI: 0.14712/23363177.2015.13. Go to original source...
  16. Ireson, J., & Rushforth, K. (2014). Why do parents employ private tutors for their children? Exploring psychological factors that influence demand in England. Journal for Educational Research Online, 6(1), 12-33.
  17. Jeffs, A., Richardson, J.T.E., & Price, L. (2009). Student and tutor perceptions of effective tutoring in distance education. Distance Education, 30(3), 419-441, DOI: 10.1080/01587910903236551. Go to original source...
  18. Mischo, C. & Haag, L. (2002). Expansion and effectiveness of private tutoring. European Journal of Psychology of Education, 17(3), 263-273, DOI: 10.1007/BF03173536. Go to original source...
  19. Novotná, G. (2020). Vnímání kvality vlastního poznání v matematice a jeho souvislost s individuálním doučováním [Disertační práce, Univerzita Karlova]. https://dspace.cuni.cz/handle/ 20.500.11956/121355
  20. Organization for economic cooperation and development (OECD). (2013). Žákovský dotazník [Student questionnaire - Czech version]. OECD [online]. https://www.csicr.cz/Prave-menu/Mezinarodni-setreni/PISA/Datove-soubory-a-dotazniky/Datove-soubory-PISA-2012
  21. Schneider, T. (2004). Nachhilfe als Strategie zur Verwirklichung von Bildungszielen. Eine empirische Untersuchung mit Daten des Soziooekonomischen Panels (SOEP). Berlin: DIW Berlin.
  22. Skemp, R. R. (1991). Mathematics in the primary school. Billing & Sons Ltd.
  23. Silova, I., Būdienė, V., & Bray, M. (Eds.). (2006). Education in a hidden marketplace: Monitoring of private tutoring. Overview and country reports. New York: Open Society Institute.
  24. Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in Mathematics Education, 36(5), 404-411. https://doi.org/10.2307/30034943. Go to original source...
  25. Šťastný, V. (2016). Fenomén soukromého doučování jako stínový vzdělávací systém v České republice. (Disertační práce). https://is.cuni.cz/webapps/zzp/detail/133187/
  26. Šťastný, V. (2021). Shadow education in the context of early tracking: between-track differences in the Czech Republic. Compare: A Journal of Comparative and International Education. Go to original source...
  27. Šťastný, V. & Walterová, E. (2019). Vliv školy na využívání soukromého doučování. Studia paedagogica, 24(1), 51-78. Go to original source...
  28. Tahar, N. F., Ismail, Z., Zamani, N. D., & Adnan, N. (2010). Students' Attitude Toward Mathematics: The Use of Factor Analysis in Determining the Criteria. Procedia - Social and Behavioral Sciences, 8, 476-481. Go to original source...
  29. Terreros, B. (2018). Soukromé doučování z pohledu žáků českých základních škol: Výsledky dotazníkového šetření u žaků 9. tříd ZŠ ve Středočeském a Ústeckém kraji. e-Pedagogium, 18(3), 78-92. DOI: 10.5507/epd.2018.034. Go to original source...
  30. Ubuz, B., & Aydinyer, Y. (2017). Measuring striving for understanding and learning value of geometry: a validity study. International Journal of Mathematics Education in Science and Technology, 48(7), 1072-1086. DOI: 10.1080/0020739X.2017.1327087. Go to original source...
  31. Vondrová, N., a kol. (2019). Matematická slovní úloha: Mezi matematikou, jazykem a psychologií. Praha: Karolinum.
  32. Zhang, Y., Ma, X., & Wang, L. (2020). The determinants of private tutoring participation for mathematics in China: Focusing on the role of student metacognition. Frontiers in psychology, 11, 603-613. DOI: 10.3389/fpsyg.2020.00603. Go to original source...

This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.