PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Inquiry without Equity: A case study of two undergraduate math classes
Page: 924
Compelling evidence supports the benefits of active learning environments in undergraduate mathematics. Research shows that such environments can benefit all students, and especially benefit students who have been traditionally underrepresented in mathematics. To move beyond the general idea “inquiry supports equity,” we provide an analysis of two inquiry-oriented classrooms to highlight the ways in which equitable participation may or may not be present, particularly in terms of gender. We found some evidence of equitable participation in one of the classrooms, while the other was dominated by men in the class. These early findings suggest that more research is required to uncover the ways in which inquiry-oriented environments may or may not be equitable.