RUME 25
2023
Omaha, Nebraska
The Influence of an Experiential Learning Social Justice Class on Undergraduate Students’ Beliefs about Mathematics and Mathematics Teaching
Page: 945
In this study, we explore the influence of an experiential learning social justice math class on undergraduate students’ beliefs about mathematics and mathematics teaching. Twenty-three undergraduate students participated in this ten-week long class. Students reflected on their learning by responding to weekly journal prompts and designed a learning product for the high schools. Students’ journal entries and project design will be analyzed to answer three research questions. How does the class influence students' beliefs about mathematics? How does the class influence students' perceptions about who does mathematics? How does the class influence students' understandings of how to teach math equitably? Preliminary results suggest the following: Students' views of mathematics expanded from a focus on application and problem solving to include intrinsic values of mathematics such as beauty and exploration. Students’ perception of mathematicians became more inclusive. Students’ understanding of equitable teaching varied.