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1. On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools

   https://doi.org/10.1177/23780231231169259  

   Han, Seong Won; Kang, Chungseo; Weis, Lois; Dominguez, Rachel (January 2023, Socius: Sociological Research for a Dynamic World)

   The authors examine students’ linear progression histories in mathematics throughout high school years, using the High School Longitudinal Study of 2009. Although scholars have attended to this before, the authors provide a new organizing framework for thousands of heterogenous mathematics course-taking sequences. Using cluster analysis, the authors identify eight distinctive course-taking sequence typologies. Approximately 45 percent of students take a linear sequence of mathematics, whereas others stop taking mathematics altogether, repeat coursework, or regress to lower level courses. Only about 14 percent of students take the expected four-year linear sequence of Algebra 1–Geometry–Algebra II–Advanced Mathematics. Membership into different typologies is related to student characteristics and school settings (e.g., race, socioeconomic status, and high school graduation requirements). The results provide a tool for schools’ self-assessment of mathematics course-taking histories among students, creating intervention opportunities and a foundation for future research on advancing our understanding of stratification in math course-taking patterns, postsecondary access, and science, technology, engineering, and mathematics majors. 

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2. Participatory Equity in One Undergraduate Linear Algebra Class

   Smith, J. (January 2023, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)

   Inquiry and active learning instructional methods have largely been regarded as equitable and beneficial for students. However, researchers have highlighted math classrooms as racialized and gendered spaces that can negatively impact marginalized students’ experiences in such spaces. In this study, I examine the development of one argument, and whose ideas are solicited and leveraged, in an inquiry-oriented linear algebra course with an eye toward participatory equity. I found that gender related most to the inequity of participation in argumentation and that only men participated in generalizing activity. This study adds to the growing literature addressing equity in inquiry and active learning math settings. 

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3. Participatory equity in one undergraduate linear algebra class.

   Smith, J. (January 2023, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)

   Inquiry and active learning instructional methods have largely been regarded as equitable and beneficial for students. However, researchers have highlighted math classrooms as racialized and gendered spaces that can negatively impact marginalized students’ experiences in such spaces. In this study, I examine the development of one argument, and whose ideas are solicited and leveraged, in an inquiry-oriented linear algebra course with an eye toward participatory equity. I found that gender related most to the inequity of participation in argumentation and that only men participated in generalizing activity. This study adds to the growing literature addressing equity in inquiry and active learning math settings. 

   more » « less
4. Participatory equity in one undergraduate linear algebra class

   Smith, J. (January 2023, Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education)

   Cook, S.; Katz, B.; Moore-Russo, D. (Ed.)

   Inquiry and active learning instructional methods have largely been regarded as equitable and beneficial for students. However, researchers have highlighted math classrooms as racialized and gendered spaces that can negatively impact marginalized students’ experiences in such spaces. In this study, I examine the development of one argument, and whose ideas are solicited and leveraged, in an inquiry-oriented linear algebra course with an eye toward participatory equity. I found that gender related most to the inequity of participation in argumentation and that only men participated in generalizing activity. This study adds to the growing literature addressing equity in inquiry and active learning math settings. 

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5. Technology as a Support for Proof and Argumentation: A Systematic Literature Review

   https://doi.org/10.1564/tme_v27.2.04  

   Campbell, T.G.; Zelkowski, J. (July 2020, The international journal for technology in mathematics education)

   null (Ed.)

   Proof and argumentation are essential components of learning mathematics, and technology can mediate students’ abilities to learn. This systematic literature review synthesizes empirical literature which examines technology as a support for proof and argumentation across all content domains. The themes of this review are revealed through analyzing articles related to Geometry and mathematical content domains different from Geometry. Within the Geometry literature, five subthemes are discussed: (1) empirical and theoretical interplay in dynamic geometry environments (DGEs), (2) justifying constructions using DGEs, (3) comparing technological and non-technological environments, (4) student processing in a DGE, and (5) intelligent tutor systems. Within the articles related to content different from Geometry, two subthemes are discussed: technological supports for number systems/algebra and technological supports for calculus/real analysis. The technological supports for proof revealed in this review could aid future research and practice in developing new strategies to mediate students’ understandings of proof. 

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