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Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who informed the measure design and ensured that the data were actionable in their contexts. This article contributes to existing research on classroom measures by highlighting the value of attending to embodied learning through multiple modalities and representations of student participation. We further highlight how such a measure provides practical insights into participation that extend beyond verbal only measures.
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Free, publicly-accessible full text available January 2, 2026
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Jeong, Jin Su (Ed.)Improving equity in undergraduate STEM is a national imperative. Although there is a rapidly growing body of research in this area, there is still a need to generate empirical evidence for equitable teaching techniques. We ground our work in Complex Instruction, an extensively researched pedagogical approach based on sociological theories and the malleability of status. This approach has been applied primarily in K-12 classrooms. In this manuscript, we explore the application of one strategy from Complex Instruction—assigning competence—to undergraduate STEM classrooms. We provide an analysis of three instructors’ implementation of assigning competence and track the impact on student participation. This work makes a unique contribution to the field, as the first study that directly documents changes in student participation resulting from assigning competence in undergraduate STEM.more » « less
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This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx and Asian/Pacific Islander students had significantly fewer turns than Black and White students. To interpret these findings in context, we analyzed interviews from 29 district leaders using a poststructural framework organized around D/discourse.more » « less
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This article investigates the implementation of inquiry-oriented instruction in 20 undergraduate mathematics classrooms. In contrast to conventional wisdom that active learning is good for all students, we found gendered performance differences between women and men in the inquiry classes that were not present in a noninquiry comparison sample. Through a secondary analysis of classroom videos, we linked these performance inequities to differences in women’s participation rates across classes. Thus, we provide empirical evidence that simply implementing active learning is insufficient, and that the nature of inquiry-oriented classrooms is highly consequential for improving gender equity in mathematics.more » « less
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Bauerle, Cynthia (Ed.)This essay describes the concept of access needs as a tool for improving accessibility in science, technology, engineering, and mathematics (STEM) education broadly, from the classroom, to research group meetings, to professional conferences. The normalization of stating access needs and creating access check-ins is a regular practice used in disability justice activist circles, but it has not yet been normalized in STEM education spaces. Just as normalizing the use of pronouns has been an important step for supporting gender justice, we argue that normalizing access talk is an important step for advancing disability justice in STEM fields. Moreover, we argue that all individuals have access needs, regardless of whether they are disabled or nondisabled. We provide concrete suggestions and techniques that STEM educators can use today.more » « less
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