ADVANCING LOW ACHIEVERS IN SECONDARY SCHOOLS BY USING NON-PROFESSIONAL MATHEMATICS TUTORING

This paper describes a unique project, carried out in a secondary school where the student population includes many low achievers in mathematics. Non-professional volunteers, aged eighteen to nineteen, served as mathematics tutors throughout the school year, teaching small groups of students in an intensive program. In spite of apparent limitations of using this type of tutoring, the effect it had in most cases on students' attainments was substantial. The work model of the tutoring is outlined and some results concerning the students' gains in achievements are given. It is suggested that affective factors, as well as the instruction given to tutors by a specialized counselor, have played a major role in maintaining successful tutoring.