PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
For women in lecture, how they feel matters – a lot
Page: 1093
As support for non-lecture pedagogy grows, the number of instructors implementing active-learning approaches in their undergraduate mathematics classrooms is steadily increasing. The proliferation of such techniques has led to the inevitable investigation into the potentially differential effects for various sub-populations and equity therein. In this study, the primary objective was to link specific affective factors to student performance with an eye to variations by gender and/or pedagogical approach. Results suggest that different forms of instruction impact men and women in different ways; specifically, affective reports are better predictors for women’s scores on a content assessment than for men and this effect is more salient in lecture classes as compared with active-learning environments. Furthermore, there is evidence that which specific affective traits influence performance also varies by subgroup.