Mathematics support centres from a sociocultural point of view

Abstract

Mathematics support centres provide opportunities for students to work in groups or explore mathematics with some guidance, which is often difficult to achieve in large lectures or tutorials. In this article I discuss the role of mathematics support centres from a socio-cultural point of view. In this view learning takes place as participation in a community of practice. Providing access to such a community is seen as crucial for the transition from school to university, however it is particularly challenging to provide authentic opportunities for mathematical practice in a university environment. I argue that mathematics support centres have potential to provide such opportunities for students and are therefore significant for the progress of newcomers in the practice.