PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Bringing social justice topics to differential equations: Climate change, identity, and power
Page: 891
Recently, Adiredja and Andrews-Larson (2017) challenged the field to consider and recognize the political and contextual nature of teaching and learning postsecondary mathematics education including its power dynamics and social discourses. In this preliminary report, we discuss the early stages of a classroom teaching experiment to bridge research and practice by bringing social justice topics into a differential equations course. Our iterative research process consists of using theory that informs our instructional design and theory that informs our classroom analysis. Here we discuss preliminary results from the classroom analysis through Gutiérrez’s (2009, 2013) four dimensions of equity. Preliminary results show that identity and power emerge from student portfolios after engaging in a climate change problem but more work is necessary in our instructional design to draw out those dimensions more explicitly.