RUME 25
2023
Omaha, Nebraska
Mathematicians’ Characterizations of Equitable and Inclusive Teaching
Page: 449
With an increased call to attend to diversity, more postsecondary mathematics instructors are interested in using equitable and inclusive teaching (EIT) practices. Yet, ambiguity persists on what EIT practices look like in mathematics classrooms. Our study investigates the characterizations of EIT from 13 participants, each involved in a year-long equity focused workshop, with the purpose of describing what topics arose in their characterizations. Our analysis shows characterizations of EIT included both the student and teacher role in EIT, and focused heavily on awareness of students’ experiences and backgrounds, student engagement, and teacher self-reflection. We provide specific details from participants’ characterizations for each category and connect them to established EIT literature. These findings can help researchers and department leaders engaged in change for EIT see what topics in EIT are being consumed and what topics might need emphasis or introduction.