Abstract
Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.
Highlights
Many students face great challenges learning mathematics in higher education, especially at the beginning of their studies
We present the results of the four research questions defined above, starting with the description of the Mathematics Learning and Support Centres (MLSCs) consultation model as an answer to RQ1, followed by the findings on using the model to analyse MLSC dialogs to answer Research Questions (RQs) 2–4
In the further analysis of the MLSC dialogs, we looked at general descriptive parameters for the duration of the consultations
Summary
Many students face great challenges learning mathematics in higher education, especially at the beginning of their studies. We focus on students enrolled in mathematics programs as well as specific programs for higher secondary teachers. In these programs, dropout rates are estimated to be as high as 80% (Dieter & Törner, 2012). The exercises are often the starting point for students’ self-organized learning (Göller, 2020) and they are central to the stress and pressure many students experience (Liebendörfer & Hochmuth, 2017). These assignments must be submitted individually but sometimes submission in pairs is allowed. This conversation is done in present tense
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