RUME 25
2023
Omaha, Nebraska
Mathematicians’ Conceptions of Active Learning and Equitable and Inclusive Teaching: A Set Theory Analysis
Page: 530
Although research on active learning suggests strong connections to equitable and inclusive teaching, few studies have explored the relationship between the two concepts. For this proposal, we examined how 13 participants in an equity workshop described the relationship between active learning and equitable and inclusive teaching. We used set theory as an analytic tool to categorize their descriptions. We found that all participants saw active learning and equitable teaching as related. The two most commonly held views were that active learning and equitable teaching are related yet independent sets, or that equitable teaching is a subset of active learning. We discuss implications of these findings and pose questions for further exploration.