Abstract
The development of students' mathematics skills in Higher Education is often the topic of professional debate in learning development circles. Less prevalent are discussions taking place around the interpersonal dynamics that occur during one-to-one (tutorial) sessions. This case study explores these dynamics. It arose from the continuing professional development activities of an adviser (learning developer) at a UK university. As a result of recording one-to-one mathematics sessions it was found that the adviser was unconsciously competent and that, although she was adept at identifying her areas for development, she struggled to articulate the considerable strengths of her practice. We wanted to find a way of describing, analysing and evaluating her competence and alighted upon the person-centred approach.The aim of this paper, therefore, is to present the synthesis of maths skills practice with this approach in the hope of stimulating further research and professional conversation in the learning development community. The report offers novel idiographic findings through the application of person-centred theory to one practitioner's experience of delivering maths skills development. We conclude by suggesting that focusing on the relationship between adviser and student can help to create conditions conducive to successful one-to-one education.
Highlights
Introduction and backgroundThe person-centred approach in maths skills developmentThe development of students’ mathematics skills in higher education is often the topic of professional debate in learning development circles (Fletcher, 2013; Perkin et al, 2012)
Less prevalent are discussions taking place about one-to-one learning in maths support
Wisker et al (2007) suggest that there are fundamental skills and values when working one-to-one with students, such as observing, empathising, and being authentic and non-judgemental. These are not presented as qualities associated with the person-centred approach, which is a salient concept in this case study
Summary
The development of students’ mathematics skills in higher education is often the topic of professional debate in learning development circles (Fletcher, 2013; Perkin et al, 2012). This echoes what students report about their maths competency He suggests that in order for a session to be successful the practitioner should demonstrate congruence, acceptance (termed ‘unconditional positive regard’), and empathy. It is suggested here that years of practice had resulted in unconscious competence (Cannon et al, 2010) in one-toone work It seems that H creates a positive and stimulating environment, without conscious attention to the relationship fostered between learner and adviser, that allows students to tackle their confidence and skills issues in maths without feeling overwhelmed or demoralised. She knows that the students have a better experience if they are made to feel like mistakes are part of the process, rather than insurmountable obstacles Whilst this was respected as H’s view, it seemed insufficient to account for the extensive learning developer work that was evident on-screen. The following discussion captures the application of the core conditions to H’s practice
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