PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Investigating the influence of gender identity and sexual orientation in small group work
Page: 1173
With recent recommendations of the MAA, instructors of undergraduate math courses are encouraged to incorporate more active learning strategies into their teaching. While achievement-focused studies consistently show that the use of active learning strategies in undergraduate STEM instruction is better than lecture alone, little research has been done on the student experience with these active learning strategies. In addition, while improving diversity in STEM fields is an oft-stated goal of reform in undergraduate math instruction, few studies have looked at how different populations might experience the same active learning classroom differently. This poster presents the methodology and early results from a study that in is an effort to address both of these gaps. The study uses in class group observations and follow-up interviews to develop an understanding of how gender identity and/or sexual orientation might influence student experiences in small groups in undergraduate math classrooms.