Naneh Apkarian, Matthew Voigt, Jessica Ellis Hagman, Rachel Tremaine, Ciera Street, Antonio E. Martinez, Jason Guglielmo
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引用次数: 0
Abstract
As interest in the implementation of active learning practices grows, so too does the body of literature illustrating negative experiences of these practices among some populations of students. These trends necessitate a critical inquiry into how students with identities that are traditionally marginalized in mathematical spaces differentially experience active learning practices. We leverage critical quantitative theories to analyze how shifts in precalculus and calculus students’ math affect are mediated by intersectional race-gender identities and the active learning instructional practices of math engagement, peer collaboration, instructor inquiry, and participation. Drawing on a dataset of over 30,000 U.S. student survey responses, we found that experiencing high levels of all four practices increased math affect for all student identity groups in our dataset. Considering each individual practice revealed variation of students’ affective changes based on race-gender identities, such that not every individual practice benefited every student identity group. These findings emphasize the value in promoting the collective high use of multiple active learning practices, coupled with more in-depth understandings and attention to how these individual practices can differentially impact students.
期刊介绍:
The International Journal of Research in Undergraduate Mathematics Education is dedicated to the interests of post secondary mathematics learning and teaching. It welcomes original research, including empirical, theoretical, and methodological reports of learning and teaching of undergraduate and graduate students.The journal contains insights on mathematics education from introductory courses such as calculus to higher level courses such as linear algebra, all the way through advanced courses in analysis and abstract algebra. It is also a venue for research that focuses on graduate level mathematics teaching and learning as well as research that examines how mathematicians go about their professional practice. In addition, the journal is an outlet for the publication of mathematics education research conducted in other tertiary settings, such as technical and community colleges. It provides the intellectual foundation for improving university mathematics teaching and learning and it will address specific problems in the secondary-tertiary transition. The journal contains original research reports in post-secondary mathematics. Empirical reports must be theoretically and methodologically rigorous. Manuscripts describing theoretical and methodological advances are also welcome.