Examining Contrasting Student Trajectories in an Inquiry-Based Mathematics Classroom

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Section 1C Mathematics Roundtable Four (Table 10)

Abstract

For many students, mathematics stands as the gateway to other STEM fields. To improve access and equitable outcomes for students in STEM fields, improving instruction and student experiences in early college courses is imperative. This study examines student experiences in an active, inquiry-based mathematics classroom. Through analysis of student essays and written reflections in the course students’ trajectories were analyzed to understand what factors drove trajectories of increasing identity with STEM and what factors appeared to leave students in the periphery. While status as associated to prior mathematics achievement appeared to be a factor, it appeared to be mitigated by students’ experiences working with peers. These are important findings as the use of active learning grows in math education.

Author

• Megan Selbach-Allen, Stanford University
  Presenting Author