https://openjournals.libs.uga.edu/tme/issue/feed 2025-02-13T09:53:40-05:00 Dru Horne and Jennifer Kleiman tme@uga.edu Open Journal Systems <p><em>The Mathematics Educator</em> strives to provide a forum for collaboration of mathematics educators at varying levels of professional experience. Its purpose is to promote the interchange of ideas among the mathematics education community, locally, nationally, and internationally and to present a variety of viewpoints on a broad spectrum of issues related to mathematics education.</p> https://openjournals.libs.uga.edu/tme/article/view/3613 2024-07-07T18:57:46-04:00 Deborah Moore-Russo dmr@ou.edu Henry Christiansen henrychristiansen@ou.edu Emilee Coxsey emilee.k.coxsey-1@ou.edu

<p>This observational study considers the help-seeking behaviors of students who drop in to receive free tutoring at a university’s mathematics tutoring center. It reports on how these students enter the tutoring space, act, and interact with others comparing the students in two different areas of the center. One of the areas serves students taking math classes for science, technology, engineering, and mathematics (STEM) students. The other area serves students taking applied mathematics classes for business, life science, and social science majors. Findings suggest that most students enter the center alone, stay for over an hour, and are industrious, no matter the area they visit. However, students in the STEM area were more social with others in the tutoring center, more focused on gaining a conceptual understanding, and less likely to be dependent on tutors than the students in the applied area. These results add to research literature on what is known about student actions and interactions in university tutoring centers and has implications for those who organize and lead tutor training that might help them provide better support to students.</p>

2025-03-03T00:00:00-05:00 Copyright (c) 2025 Deborah Moore-Russo, Henry Christiansen, Emilee Coxsey https://openjournals.libs.uga.edu/tme/article/view/3621 2024-04-29T07:10:19-04:00 Matt Townsley matt.townsley@uni.edu Chad Lang chadmichaellang@gmail.com

<p>As grading reform efforts such as standards-based grading and grading for equity gain popularity, school leaders play a key role in supporting mathematics teachers' implementation efforts. This paper will describe what mathematics leaders need to know about grading reform and what mathematics leaders should do to support teachers in implementing grading reform. By developing teachers’ deeper understanding of curriculum, instruction, and assessment, assisting teachers in shifting mindsets from quantifying to qualifying learning, and improving math proficiency communication, leaders can better navigate grading reform in their schools. With proper support and guidance, teachers can assign grades that better reflect students' mathematical knowledge and skills.</p>

2025-02-13T00:00:00-05:00 Copyright (c) 2025 Matt Townsley, Chad Lang