RUME 27
2025
Alexandria, Virginia
Attributions of Mathematical Excellence From the Perspective of (Pre)Calculus Instructors
Page: 1392
In a recent study, Leyva et al. (2021) call for researchers to scrutinize “precalculus and calculus instructors’ consciousness of whiteness and patriarchy embedded in undergraduate mathematics education” (p. 28). Inspired by this call, we propose investigating precalculus and calculus instructors’ beliefs about the source of racial and gender differences in mathematics achievement outcomes using the attributions of mathematical excellence (AME) framework (Jacobson et al., 2022). For this poster, we will describe the theoretical framework and present a study design which seeks to address the question: How does the AME framework capture university mathematicians' attributional beliefs of mathematical excellence?