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Full-Text Articles in Mathematics
Beyond Ethics: Considerations For Centering Equity-Minded Data Science, Nathan Alexander, Carrie Diaz Eaton, Anelise H. Shrout, Belin Tsinnajinnie, Krystal Tsosie
Beyond Ethics: Considerations For Centering Equity-Minded Data Science, Nathan Alexander, Carrie Diaz Eaton, Anelise H. Shrout, Belin Tsinnajinnie, Krystal Tsosie
Journal of Humanistic Mathematics
In this paper, we utilize duoethnography - a research method in which practitioners discursively interrogate the relationships between culture, context, and the mechanisms which shape individual autobiographical experiences - to explore what may be beyond ethics in the context of data science. Although ethical frameworks have the ability to reflect cultural priorities, a singular view of ethics, as we explore, often fails to speak to the multiple and diverse priorities held both within and across institutional spaces. To that end, this paper explores multiple perspectives, epistemologies, and worldviews that can collectively push researchers towards considerations of a data science education …
Unmotivated, Depressed, Anxious: Impact Of The Covid-19 Emergency Transition To Remote Learning On Undergraduates’ Math Anxiety, Melinda Lanius, Tiffany Frugé Jones, Samantha Kao, Tynan Lazarus, Alex Farrell
Unmotivated, Depressed, Anxious: Impact Of The Covid-19 Emergency Transition To Remote Learning On Undergraduates’ Math Anxiety, Melinda Lanius, Tiffany Frugé Jones, Samantha Kao, Tynan Lazarus, Alex Farrell
Journal of Humanistic Mathematics
In summer 2020, we invited the 6761 undergraduate students who took a Spring 2020 math course at the University of Arizona to participate in a survey, with 13% responding. We asked about their experience with the emergency transition to remote learning and measured their math anxiety before and after the transition using the well-established Abbreviated Math Anxiety Scale(AMAS). “Unmotivated, depressed, anxious” are the words one undergraduate used to describe their emergency transition to remote learning. Our results indicate that limited access to quality technology and inadequate communication with an instructor were the two greatest predictors for an increase in math …