Youth Instructor Development and Teaching Interest Study

This study examines how serving as peer facilitators in a math enrichment program affects high school and college students' teaching interest, mathematical identity, and understanding of how students learn. While extensive research examines tutoring effects on tutees, far less is known about effects on youth tutors themselves - particularly when they serve as primary instructors rather than occasional helpers. This study addresses that gap by following 4-6 youth facilitators (ages 15-22) who lead a twice-weekly after-school math program for middle schoolers over one semester. Study Design: Qualitative case study with pre-post interviews and weekly reflection journals. All facilitators invited to participate (target n=4-6). Primary Research Questions: How does facilitating affect youth instructors' interest in teaching as a career? How does teaching mathematics affect their own mathematical identity and content understanding? What do youth instructors learn about student learning, pedagogy, and mathematics education? Data Sources: Pre-program interviews with facilitators (background, motivations, initial beliefs) Weekly reflection journals (structured prompts) Post-program interviews (experiences, changes, future plans) Optional: Brief follow-up survey 6 months later (teaching/STEM pathway choices) Analysis: Thematic analysis identifying patterns in teaching interest development, shifts in mathematical understanding, and pedagogical learning. Individual case narratives for each facilitator showing unique trajectories. Purpose: Understand effects of peer teaching on youth instructors to: (1) inform facilitator recruitment and support, (2) contribute to teacher pipeline research, (3) document peer teaching as professional development, and (4) understand youth perspectives on math teaching.