Resumen de The Tutor's Role in the Individualisation of Service Courses in Mathematics (OR ‐‐ Personalization in an Economic Crisis)
Alexander J. Romiszowski, A.C. Bajpai, P.E. Lewis
Service courses are more amenable to the specification of precise, “job‐oriented” objectives. In a way, the content of such courses acts as “tools” for further courses. Tools must be mastered if they are to be of use ‐ hence the application of the “mastery learning” concept and one argument for individualisation But should service courses be solely “mastery” orientated? Should not those students with the desire and ability to extend their studies beyond the “necessary and sufficient” be given the opportunity to do so? This aim can be achieved in individualised service courses, but only if they are individualised in certain specific ways.
The role of the tutor is a key factor to consider The paper discusses the roles of the tutor/monitor in personalised courses, from the viewpoint of the “necessary and sufficient” or ‘service’ objectives, and also the viewpoint of “course enrichment” objectives.
Two ongoing personalised maths courses are described, illustrating how they work, how they have attempted to achieve both types of objectives and how they have adapted to economic constraints which render individualisation of learning somewhat less viable at the present moment.
