PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Student engagement and gender identity in undergraduate Introduction to Proof
Page: 1164
Researchers are not paying attention to first, students’ engagement and secondly how gender identity shapes engagement experiences in undergraduate mathematics classrooms. This study investigates student engagement and gender identity while learning mathematics using a mobile app that collected student engagement reported by students. This paper discusses preliminary results on students’ engagement and gender identity in undergraduate mathematics classroom. Those identifying as women reported higher engagement than those identifying as men.