RUME 26
2024
Omaha, Nebraska
Inclusive and Equitable Mathematics Education: Active Learning is Necessary, but not Sufficient
Page: 993
Numerous studies have demonstrated that active learning can increase student learning and reduce achievement gaps; research has also shown that active learning in undergraduate mathematics is not consistently equitable. These findings highlight a gap in what we know about active learning and indicate the need for a deeper understanding of the relationship between equity, inclusion, and active learning. Drawing on research about inclusive and equitable mathematics learning environments across secondary and postsecondary contexts, in concert with what is known about active learning in undergraduate mathematics classrooms, I present a theoretical argument that active learning is a necessary but insufficient condition for mathematics learning communities to be inclusive and equitable. I close by suggesting potential strategies for ensuring active learning is implemented in ways that are inclusive and equitable.