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Creating and Interrogating Inclusive Mathematics Environments: Considerations, Barriers, and Recommendations for Practice and Policy
Sun, April 11, 2:30 to 4:00pm EDT (2:30 to 4:00pm EDT), SIG Sessions, SIG-Research in Mathematics Education Structured Poster SessionSession Type: Structured Poster Session
Abstract
Accepting educational responsibility requires scholars to interrogate existing inequities while building a vision for just and inclusive education. We bring together nine early-career scholars whose interdisciplinary research syntheses examine structures that promote and hinder the development of inclusive mathematical environments. Topics prioritize experiences of marginalized identities (e.g., Black, Queer, Woman) within mathematics spaces, and explore mechanisms for confronting discrimination, utilizing cultural capital, emphasizing social justice, and establishing role models. Participants will discuss 1) existing literature/theories, 2) future research directions, and 3) commitments to actionable items to dismantle racist and oppressive educational systems. The chair and discussants will facilitate the synthesis of insights across posters and creation of a shared call to action for researchers and practitioners.
Sub Unit
Chair
Papers
Mechanisms of Marginalization in Mathematics Classrooms: A Call for Critical Bifocality - Grace A. Chen, Vanderbilt University; Ilana S. Horn, Vanderbilt University
Toward Increasing Equity and Inclusion in Mathematics Classrooms: Exploring Proactive Confrontation in Teacher Education - Kathryn M Kroeper, The Ohio State University; Mary C. Murphy, Indiana University
Calculating Queer Acceptance and Visibility in STEM Environments - Matthew K Voigt, Clemson University; Daniel Reinholz, San Diego State University
Blackness Within Mathematics: Toward an Ontological Blackness Through Forms of Capital - Nickolaus Alexander Ortiz, Georgia State University
Fostering an Inclusively Relevant Mathematics Environment: The Case for Combining Social-Justice and Utility-Value Approaches - Stacy J. Priniski, Michigan State University; Dustin Thoman, San Diego State University
Disrupting Gendered Epistemic Injustice in K–12 Mathematics: A Research Synthesis - Priyanka Agarwal, University of Wisconsin - Madison; Tesha Sengupta-Irving, University of California - Berkeley
Mathematics Identity for Black and Latinx Students: A Literature Synthesis - Dana Miller-Cotto, University of Delaware; Neil Lewis, Cornell University
Role Models Can Help Make the Mathematics Classroom More Inclusive - Jessica R Gladstone, Virginia Commonwealth University; Andrei Cimpian, New York University
Nuancing How Black Learners Are Positioned in Mathematics Classrooms Using Intersectionality as an Analytical Tool - Charles Wilkes, University of Michigan; Deborah Loewenberg Ball, University of Michigan