Didactic Interventions in a Large Group Mathematics Classroom with a Focus on Tutorial Sessions

Henrik Skov Midtiby; Ellen Raben Pedersen; Dorte Moeskær Larsen

doi:10.3991/ijep.v16i4.61475

Authors

Henrik Skov Midtiby University of Southern Denmark, Odense, Denmark https://orcid.org/0000-0002-3310-5680
Ellen Raben Pedersen University of Southern Denmark, Odense, Denmark
Dorte Moeskær Larsen University of Southern Denmark, Odense, Denmark https://orcid.org/0000-0003-0866-2239

DOI:

https://doi.org/10.3991/ijep.v16i4.61475

Keywords:

Engineering mathematics education, tutorial sessions, thinking classroom, teaching assistants

Abstract

This paper examines how first semester tutorial sessions in engineering mathematics can be effectively designed to support student learning. The study focuses on managing the challenges of large-group teaching while maintaining high learning outcomes. Central to the approach are three practices developed by Peter Liljedahl: the use of vertical surfaces, structured problem-solving, and visibly random groupings of three students. The implementation of these strategies in tutorial settings is analysed through qualitative interviews with two associate professors and several teaching assistants (TAs), alongside quantitative data from student surveys, previous academic records, and final course results. Students in the middle group, according to their high school mathematics grades, are found to benefit significantly from attending tutorial sessions. The paper concludes with five recommendations for educators aiming to improve learning in large-scale tutorial environments based on our findings.

Author Biographies

Henrik Skov Midtiby, University of Southern Denmark, Odense, Denmark

Henrik Skov Midtiby is an Associate Professor who works with computer vision related to drones at the SDU UAS Center at the University of Southern Denmark. His scientific background is a master's in physics and computer science followed by a PhD in robotics. Midtiby has taught calculus to first year engineering students since 2012 and has worked on developing his teaching methods by testing out many new ideas. Elements from flipped learning and building thinking classrooms are now central in the 300-student calculus class that he is responsible for in the fall of 2025. Midtiby is currently developing a drawing-based student response system, that is intended by be used during lectures to assess the student's understanding of the current topic. (EMAIL: hemi@mmmi.sdu.dk).

Ellen Raben Pedersen, University of Southern Denmark, Odense, Denmark

Ellen Raben Pedersen is an Associate Professor in the Health Informatics and Technology unit at the University of Southern Denmark. Her academic work focuses on the field of technical audiology. As a part of her position, she serves as Head of the MSc in Engineering programme Health Informatics and Technology. Her scientific background is a Master of Engineering degree in Physics and Technology with a specialization in Acoustics and Vibrations, followed by a PhD in Engineering Science with a research focus on the evaluation and enhancement of audiological test methods. Since 2011, she has taught various university-level courses containing mathematics and applied mathematics. Her previous professional experience includes roles as a high school teacher in mathematics and physics, as well as positions as a consulting engineer and development engineer.

Dorte Moeskær Larsen, University of Southern Denmark, Odense, Denmark

Dorte Moeskær Larsen is an Associate Professor in Mathematics Education at the Centre for STEM Education Research (FNUG) within the Department of Mathematics and Computer Science at the University of Southern Denmark. She holds a PhD in mathematics education and has prior experience as a primary and lower secondary school teacher. Her research focuses on inquiry-based approaches to mathematics teaching, development of mathematical reasoning skills, and the integration of mathematics within STEM education. Larsen’s work also explores scenario-based didactics, teacher professional development, and the implementation of research-informed teaching materials in both school and university contexts. She has been involved in several research projects related to mathematics education, aiming to better understand and support teaching and learning processes. Her background combines practical teaching experience with academic research, contributing to ongoing discussions about effective mathematics instruction and curriculum development.