University of Bath
Peer tutor training programme
in the mathematical sciences
A joint initiative between Mathematical
Sciences and the Students’ Union
Enterprise team
Background to programme
Final year MMath students employed as
academic tutors on first year mathematics units
(which they had also studied).
Tutors needed to support increased drop-in
provision for first year mathematics
undergraduates.
Suitable training
Tutoring is paid employment
Quality control
Effective monitoring
Aim for the programme
To deliver a tutor training programme for
students wishing to act as tutors during their final
undergraduate year.
Training takes place in the academic year prior to
becoming tutors.
MMath students can act as academic tutors for
first year undergraduate mathematics units
BSc students can act as drop-in support tutors in
mash
The Programme
Phase I: Unit tutors
Five sessions – lunchtime and evening workshops
 How students learn
 Running effective tutorials
 Observation of a tutorial
 Having a go!
 Assessment and feedback
Integrated approach using both generic and
subject specific approaches in each session
How students learn
An overview of different learning styles, linked to
first year mathematics syllabi to explore how
different learning styles can be accommodated
by different tutoring approaches.
 Generic learning styles
 Types of maths learner
 Differences and similarities between school and
undergraduate level learning.
 Link to literature
 OU/BBC materials on learning styles
 David Tall Advanced Mathematical Thinking
Maths
Generic
Student
Comments
Running effective tutorials
What makes a good tutor/tutorial, planning a
tutorial and preparation, techniques to engage
students and achieve student participation
 Starting the tutorial
 Group work structures
 Planning a maths tutorial
 Explaining mathematical ideas
 Finish of tutorial
Maths
Generic
Observation/Having a go!
Observation
 Student participation and facilitation of
learning in tutorial
 Strengths and weakness of tutorial.
Student
Comments
Having a go!
 Video 10 minute tutorial
 Feedback on strengths and weakness from
all members of group
Maths
Generic
Assessment and feedback
Practical class where students produce a marking
scheme and mark student work accordingly.



Implications of assessment and feedback on
student learning
Assessment: Set up marking scheme for a
problem. Compare within groups. Agree
common scheme. Mark work based on the
scheme.
Feedback: Discussion of types of feedback and
their role in learning.
Maths
Generic
The Programme
Phase II: Drop-in tutors
Three sessions
 How students learn
 Preparing and managing drop-in sessions (A):
generic considerations such as delegation of
materials between tutors, organising the
session, explanation of key mathematical
concepts.
 Preparing and managing drop-in sessions (B):
role play as tutors and students seeking help for
a range of first year mathematics problems
Students moving from drop-in to unit tutors are
asked to complete unit tutor programme
Participation and feedback
Participants
2006/07
Training
2007/08
Tutoring
2007/08
Training
2008/09
Tutoring
39
21 unit tutors
15 mash tutors
15 unit tutors
20 mash tutors
11 unit tutors
15 mash tutors
Student
Comments
Future Plans
Develop use of reflective log
 Training to become a pre-requisite for
undergraduate tutors
 Training students in other disciplines
