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Equity-Oriented Perspectives on Undergraduate Mathematics Teaching and Learning
Fri, April 9, 4:10 to 5:40pm EDT (4:10 to 5:40pm EDT), SIG Sessions, SIG-Research in Mathematics Education Paper and Symposium SessionsSession Type: Symposium
Abstract
This symposium explores the phenomenon of equitable teaching and learning practices in undergraduate mathematics from various perspectives, including achievement, student engagement and identity, and instructor agency. The five symposium papers span different methodologies and institutional contexts of inquiry for a complex portraiture of equity-oriented practices in undergraduate mathematics education. Embracing the 2021 Annual Meeting theme of Accepting Educational Responsibility, the symposium interrogates ideological, structural, and interactional forces that reproduce inequities through undergraduate mathematics teaching and learning. Through the paper presentations and discussant remarks, this symposium identifies specific areas of inquiry and promising research approaches for the advancement of equity in undergraduate mathematics teaching, learning, and student support.
Sub Unit
Chair
Papers
A Review of Equity-Oriented Research for a Proposed Framework of Equitable Practices in Undergraduate Mathematics - Luis Antonio Leyva, Vanderbilt University; B Balmer, Vanderbilt University; Taylor McNeill, Vanderbilt University
Culturally Relevant Engagement in Undergraduate Mathematics - Aditya P. Adiredja, The University of Arizona; Jocelyn Noelle Rios, University of Arizona
No Black Girls Allowed: Analyzing the Role of Controlling Images in Black Girls' Mathematics Learning - Missy D. Cosby, Michigan State University
Exploring Academic Achievement in a College Algebra Course - Gregory Alonzo Downing, North Carolina State University
Instructors' and Students' Perceptions of Calculus Instruction Through the Lens of White, Patriarchal Benevolence - Brittany Leslie Marshall, Rutgers University; Luis Antonio Leyva, Vanderbilt University; Taylor McNeill, Vanderbilt University