Activities for Enacting Equity in Mathematics Education Research

Hauk, Shandy; Toney, Allison F.; Brown, April; Salguero, Katie

doi:10.1007/s40753-020-00122-9

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…Some examples include the recent JMBE issue on inclusive science ( 43 ) and the current SABER seminar series on striving toward inclusion in academic biology ( 44 ). Given similar calls in many other STEM DBER communities ( 45 – 47 ), there may be unique opportunities for interdisciplinary work that merges BER and other STEM DBER fields in studying and advancing JDEI topics in undergraduate education. For example, one of our own campuses, University of California San Diego, has recently announced an interdisciplinary cluster search for 10 to 12 faculty across STEM disciplines whose research, education, and/or service activities are focused on racial and ethnic disparities, especially in relation to the Black diaspora and African American communities ( 48 ).…”

Section: Potential Next Steps As a Communitymentioning

confidence: 99%

Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field

Hsu

Chen

Cruz-Hinojoza

et al. 2021

J Microbiol Biol Educ.

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Section: Potential Next Steps As a Communitymentioning

confidence: 99%

Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field

Hsu

Chen

Cruz-Hinojoza

et al. 2021

J Microbiol Biol Educ.

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“…The question of who gets to become a mathematician has received plentiful attention in research. In recent years, university mathematics education research has opened towards sociopolitical, equity-oriented approaches (Adiredja & Andrews-Larson, 2017;Hauk et al, 2021). The teaching practices and learning environments of university mathematics have been examined from the viewpoint of inclusion and exclusion (e.g., Kersey & Voigt, 2021;Lahdenperä & Nieminen, 2020;Laursen et al, 2014;Reinholz et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“Mathematics is a battle, but I’ve learned to survive”: becoming a disabled student in university mathematics

Nieminen,

Reinholz,

Valero

2024

Educ Stud Math

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In university mathematics education, students do not simply learn mathematics but are shaped and shape themselves into someone new—mathematicians. In this study, we focus on the becoming of disabled mathematical subjects. We explore the importance of abilities in the processes of being and becoming in university mathematics. Our interest lies in how teaching and assessment practices provide students with ways to understand themselves as both able and disabled, as disabilities are only understood with respect to the norm. We analyse narratives of nine university students diagnosed with learning disabilities or mental health issues to investigate how their subjectivity is constituted in discourse. Our analysis shows how the students are shaped and shape themselves as disabled mathematicians in relation to speed in mathematical activities, disaffection in mathematics, individualism in performing mathematics, and measurability of performance. These findings cast light on the ableist underpinnings of the teaching and assessment practices in university mathematics education. We contend that mathematical ableism forms a watershed for belonging in mathematics learning practices, constituting rather narrow, “normal” ways of being “mathematically able”. We also discuss how our participants challenge and widen the idea of an “able” mathematics student. We pave the way for more inclusive futures of mathematics education by suggesting that rather than understanding the “dis” in disability negatively, the university mathematics education communities may use dis by disrupting order. Perhaps, we ask, if university mathematics fails to enable accessible learning experiences for students who care about mathematics, these practices should indeed be disrupted.

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“…Organizations engaged in collective impact initiatives should first consider and act on how they need to change within by applying an equity lens to their own people and practices" [14, p. 2]. This includes navigating through the discomfort often experienced when discussing concepts associated with equity, such as racism and misogyny [38,39]. Regardless of the uncomfortable conversations that may arise, it is important to develop common language, as well as shared methods for disaggregating student data [14] based on the demographic changes sought by the CI.…”

Section: Honoring Partner Organizations and Individual Membersmentioning

confidence: 99%

Examining an Equity-Focused Collective Impacted Project through the Lens of Alliance Members’ Prior Experiences

Zarch,

McGill

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Research Problem: A Collective Impact (CI) model provides a foundation for bringing together independent organizations, networks, and societies in a structured way to achieve large-scale social change. However, when siloed organizations are brought together, efforts towards finding ways to intersect, rather than work in parallel, to impact social change can be greatly influenced by Alliance members' previous experiences and how they perceive themselves within the broader Alliance.Research Questions: In this study, we considered how members' prior experiences shape a newly formed National Science Foundation (NSF) Alliance to broaden participation in engineering. Our research questions were: What were the Alliance members' prior experiences in collaborative networks that they bring into the new Alliance? and In the context of equity, how are the newly formed Alliance's members' funds of knowledge being honored and valued?.Methodology: We conducted semi-structured interviews among the members (n=13). We then used a codebook established a priori from the CI model to code the interviews.Findings: The data analysis shows a connection between members' previous experiences in collaborative groups and the perception of current practices within the newly created Alliance. Overall, the findings display heterogeneity of members' experiences with the conditions of collaborative work, which impacted the early stages of this Alliance. The Alliance has a common goal, but based on findings, there are several impediments. The perceptions and circumstances of members are varied, which impact the members' ability to create authentic collaboration that will impact the social change needed to broaden participation in engineering. However, all members report cautious optimism regarding the work ahead for the Alliance.

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Activities for Enacting Equity in Mathematics Education Research

Cited by 4 publications

References 18 publications

Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field

Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field

“Mathematics is a battle, but I’ve learned to survive”: becoming a disabled student in university mathematics

Examining an Equity-Focused Collective Impacted Project through the Lens of Alliance Members’ Prior Experiences

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