https://openjournals.libs.uga.edu/tme <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> en-US <p>Authors contributing material to The Mathematics Educator retain copyright for their work. Authors consent to license their work for dissemination by TME. All contents of The Mathematics Educator are licensed under a <a href="https://creativecommons.org/licenses/by-nc-nd/4.0/">Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License</a>.</p> <p><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/4.0/88x31.png" alt="Creative Commons License"></p> tme@uga.edu (Dru Horne and Jennifer Kleiman) smirk@uga.edu (Mary Willoughby) Thu, 13 Feb 2025 09:53:40 -0500 OJS 3.3.0.13 http://blogs.law.harvard.edu/tech/rss 60 https://openjournals.libs.uga.edu/tme/article/view/3613 <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> Deborah Moore-Russo, Henry Christiansen, Emilee Coxsey Copyright (c) 2025 Deborah Moore-Russo, Henry Christiansen, Emilee Coxsey http://creativecommons.org/licenses/by-nc-nd/4.0 https://openjournals.libs.uga.edu/tme/article/view/3613 Mon, 03 Mar 2025 00:00:00 -0500 https://openjournals.libs.uga.edu/tme/article/view/3621 <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> Matt Townsley, Chad Lang Copyright (c) 2025 Matt Townsley, Chad Lang http://creativecommons.org/licenses/by-nc-nd/4.0 https://openjournals.libs.uga.edu/tme/article/view/3621 Thu, 13 Feb 2025 00:00:00 -0500