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  1. ; ; ; ; (, Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)
    Lischka, A. E.; Dyer, E. B.; Jones, R. S.; Lovett, J. N.; Strayer, J.; & Drown, S. (Ed.)
    Many higher education institutions in the United States provide mathematics tutoring services for undergraduate students. These informal learning experiences generally result in increased final course grades (Byerly & Rickard, 2018; Rickard & Mills, 2018; Xu et al., 2014) and improved student attitudes toward mathematics (Bressoud et al., 2015). In recent years, research has explored the beliefs and practices of undergraduate and, sometimes graduate, peer tutors, both prior to (Bjorkman, 2018; Johns, 2019; Pilgrim et al., 2020) and during the COVID19 pandemic (Gyampoh et al., 2020; Mullen et al., 2021; Van Maaren et al., 2021). Additionally, Burks and James (2019) proposed a framework for Mathematical Knowledge for Tutoring Undergraduate Mathematics adapted from Ball et al. (2008) Mathematical Knowledge for Teaching, highlighting the distinction between tutor and teacher. The current study builds on this body of work on tutors’ beliefs by focusing on mathematical sciences graduate teaching assistants (GTAs) who tutored in an online setting during the 2020-2021 academic year due to the COVID-19 pandemic. Specifically, this study addresses the following research question: What were the mathematical teaching beliefs and practices of graduate student tutors participating in online tutoring sessions through the mathematics learning center (MLC) during the COVID-19 pandemic? 
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