Mathematics Commons^™

Finding Your Mathematical Roots: Inclusion And Identity Development In Mathematics, Linda Mcguire

Journal of Humanistic Mathematics

This paper details a semester-long course project that has been successfully adapted for use in mathematics courses ranging from introductory level, general-education classes to advanced courses in the mathematics major. Through creating aspirational mathematical family trees and writing mathematical autobiographies, this assignment is designed to help battle belonging uncertainty, to challenge students to self-situate in relation to the history of mathematical and scientific knowledge, and to make visible a student’s developing identity in mathematics and, more broadly, in STEM.

The construction and scaffolding of the project, assignments, examples of student work, foundational readings, assessment and outcomes, and adaptation strategies for …

Educators’ Beliefs About Using Academic Acceleration With Gifted Math Students And Others: Barriers And Opportunities, Jason Gorgia

Theses, Dissertations and Capstones

This study examined the perceptions of educators (i.e., math teachers, administrators, and others) for insight into the absence of acceleration as a common pedagogical strategy in mathematics, despite longstanding research supporting the practice for students gifted in math and the interest frequently articulated by policymakers and educators in boosting American K-12 students’ math achievement. Educators from 48 states responded to scale-based and open-ended questions about math acceleration through an online survey where 713 of 818 respondents were teachers, balanced almost evenly among elementary, middle, and high schools, and among urban, suburban, and rural settings. The responses of teachers and non-teaching …

Exploring The Role Of Undergraduate And Graduate Real Analysis Experiences In The Mathematical Trajectories Of Women Mathematicians From Historically Disenfranchised Groups, Te'a Riley

Mathematics Dissertations

This phenomenological study examines the role of undergraduate and graduate Real Analysis courses in shaping the mathematical trajectories of seven women Ph.D. mathematicians from groups historically disenfranchised in mathematics.Qualitative analysis of interviews explores various aspects of their development as mathematicians with a focus on their experiences in Real Analysis. This study applies Ryan & Deci’s (1985) Self-Determination Theory's Basic Psychological Need Theory and Critical Race Theory to analyze the trajectories of the participants. The research explores how the fulfillment of basic psychological needs in their Real Analysis courses may have influenced their academic and professional journeys. The basic psychological need …