PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Relational interactions in inquiry-oriented undergraduate mathematics classes
Page: 1060
In this study, we examine two inquiry-oriented classes using Battey and Leyva’s (2013) relational interactions framework. We examine the relational interactions that occurred in a class with gender-equitable student learning outcomes and a class with gender-inequitable student learning outcomes. Although we expected to see differences in these two classes, results show that both instructors had similar relational interactions, focusing mostly on acknowledging student contributions. However, in one class there were noticeable negative relational interactions with women students that might help us better understand the gender differences in the classes.