PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Guiding whose reinventions? A gendered analysis of discussions in inquiry-oriented mathematics
Page: 1548
The under-representation of women in STEM fields is well-documented and undisputed. Evidence suggests that students’ experiences in undergraduate mathematics courses contributes to this disparity, and that student-centered approaches to instruction may be more equitable than lecture-based approaches. However, the generalizability of this finding has not been established. In this study, we explore how female students are positioned in whole class discussions in two inquiry-oriented mathematics classes selected to reflect differences in how female students reported experiencing whole class discussions.