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Title: Participatory equity in one undergraduate linear algebra class
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
Award ID(s):
1914793
PAR ID:
10465460
Author(s) / Creator(s):
Editor(s):
Cook, S.; Katz, B.; Moore-Russo, D.
Date Published:
Journal Name:
Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
ISSN:
2474-9346
Page Range / eLocation ID:
726-735
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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