| Summary: | Abstract
This research examined different ways in which tutors of
mathematics approach their tutoring among Indigenous
students enrolled in the Tertiary Entry Program (TEP) at
Central Queensland University's Indigenous Learning,
Spirituality and Research Centre. The study sought to
establish whether or not there were any differences between
Indigenous and non-Indigenous tutors' approaches to
tutoring and, document challenges and opportunities in
tutoring mathematics to Indigenous students. Using
qualitative data obtained from interviews, the study raised
more questions than answers. The results reflect tutors'
own teaching orientations. This is particularly clear when
all of the tutors who participated in this study were NOT
mathematics trained teachers but had either taken interest
in the subject as a result of doing a mathematics-related
subject such as engineering and science. Overall, there was
consensus that establishing rapport between the students
and Learning Advisers was crucial. Knowing who the students
are and, vice versa, was also considered fundamental. For
some, it was an acknowledgment that both the tutor and the
student were on a discovery journey. The majority of the
tutors prefer a process where a mathematical concept was
explained first, followed by an application of real life
situations.
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