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1. 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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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. 

   more » « less
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. Exploring diverse students' negotiation of lab roles through positioning

   https://doi.org/10.1119/perc.2022.pr.Akubo  

   Akubo, Mark; Sundstrom, Meagan; Holmes, N. G. (September 2022, 2022 Physics Education Research Conference Proceedings)

   Frank, Brian W.; Jones, Dyan L.; Ryan, Qing X. (Ed.)

   Prior work has found inequities in what experimental roles students take on during instructional labs. Research also suggests that this role division might arise implicitly and that prompting explicit role negotiation might improve equity in lab group work. To understand these various ways students negotiate roles in their lab groups, we use the lens of positioning to analyze two different video episodes of a gender-and-race-diverse group of three students. In one episode, students implicitly take on roles through subtle negotiations and in the second episode, one student explicitly assigns roles. We find that the positioning dynamics in both episodes lead to inequitable learning experiences within the group. This inequity, moreover, occurs along gender and racial lines, prompting future work relating students' intersectional identities to their positioning dynamics in small groups. 

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5. Every Glass Ceiling Has a Floor (of Interaction): Studying Body Position as an Index of Social Position in Kindergarten Classrooms.

   Silvis, D.; Clarke-Midura, J.; Shumway, J.; and Lee, V.R. (January 2022, International Conference of the Learning Sciences)

   Classroom environments have been hot spots for studies of conversational “floor maintenance,” or the ways in which people establish interactional rights and obligations through turn-taking or topical cohesion. We know less about how the physical floor of interaction is negotiated when activities literally take place on the floor, as in Kindergarten classrooms. In floor-based learning activities, body movements, body positions, and proximity are key modalities for establishing rights and obligations for participating in tasks. This paper analyzes video of Kindergarteners engaged in a floor-based learning activity, where children moved around and positioned themselves (and others) to participate. We found that while children often leaned in to the task-space, there were occasions where they sat back, but were nonetheless productive. Referring to these latter forms of participation as “zones of productive exclusion,” we analyze how body positioning indexed children’s rights and obligations in-task. We discuss implications for analyses of the powered relations between differently-positioned bodies. 

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