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Jerrim and Choi (2014) established a robust framework utilizing longitudinal data from the Trends in International Mathematics and Science Study 2003 (fourth grade) and 2007 (eighth grade). Their analytical approach, specifically targeting 10–16-year-old students in the United Kingdom and East Asian nations, extended beyond mere average score fluctuations, encompassing measures of educational outcome disparities, the 90th percentile distribution, and meticulous benchmarking against international counterparts. Their findings revealed a widening performance gap with age and superior mathematical performance by East Asian students. One plausible explanation for this gap is the widespread use of private tutoring in East Asian households for both remedial and advanced educational goals (Jerrim & Choi, 2014; Ono, 2007; Sohn et al., 2010). Private tutoring may contribute to enhanced mathematical performance even among students already excelling at school. By contrast, private tutoring in the United Kingdom is predominantly utilized in wealthier households and typically focused on remedial purposes, reflecting differing cultural values.
This study used narrative inquiry to explore how a mathematics tutor in Taiwan, an East Asian country, utilized technological tools to establish a professional learning community (PLC) for teachers and integrate information into instructional practices. PLCs refer to groups of educators who share common beliefs, visions, and goals and collaboratively engage in inquiry and problem-solving efforts to enhance student learning outcomes (Khasawneh et al., 2023). A tutor, also known as a private tutor, is defined in two ways by the Cambridge English Dictionary (2023): first, as a teacher who provides supplementary instruction outside regular school hours to help students overcome academic challenges; second, as a university instructor in Britain who teaches an individual student or a small group. In this study, the term “tutor” encompasses private tutoring, where a teacher provides supplementary subject-specific instruction at the teacher’s or student’s residence during non-school hours, often through one-on-one or one-on-two instructional models (Šťastný & Chvál, 2023). Unlike traditional mentorship or the team-based transmission of knowledge, tutoring involves individually tailored curricula based on students’ specific needs (VanLehn et al., 2024). The teaching approach in tutoring schemes is diverse and primarily centered on school subjects but focuses on offering additional content beyond the school curriculum (Bhorkar, 2024). Unlike instructors in cram schools, also known as buxiban in Taiwan and juku in Japan, private educational institutions provide extra academic support outside of regular school hours (Hajar & Karakus, 2024), they may use commercially available materials or reference books, and tutors may or may not use self-prepared lecture notes (Jeon & Choe, 2018). They can also provide practice papers for student drills. Students may vary in age, and tutors must independently prepare for each session. Tutors typically hold degrees in relevant disciplines or possess teaching experience, although their expertise level may be challenging to ascertain (Hawrot et al., 2023). Tutoring may also be conducted through correspondence, online teaching, or telephone guidance (Bray, 1999).