RUME 26
2024
Omaha, Nebraska
Networking Theories to Investigate Status and (In)equities in Small Group Proof Contexts
Page: 744
Efforts have been made to study (in)equity in undergraduate mathematics education research. Across various fields, there is a foundation of work on how status impacts students’ learning and participation in small groups as well as how differing patterns of interaction contribute to inequitable outcomes. This report contributes a networked theory for analyzing relationships between status and (in)equity in general. We argue that applying this methodology to proof-specific contexts has the potential to uncover how status hierarchies form in proof classrooms using group work components. We hope to promote conversations within the RUME community around taking actionable steps towards delegitimizing status hierarchies in proof classrooms.