RUME 28
2026
Alexandria, Virginia
Toward a Framework of Caring Relations in Undergraduate Mathematics Education
Page: 836
Introductory college mathematics courses remain significant barriers to persistence in STEM, especially for students from historically marginalized backgrounds. While recent reforms have emphasized pedagogical changes, relatively little attention has been paid to the social and emotional dynamics of these classrooms. Drawing on work from K-12 education, we argue that relational dimensions of teaching, such as care and cultural responsiveness, are essential for supporting equitable student success in undergraduate mathematics. This paper introduces a conceptual framework for understanding caring relations in college mathematics instruction, using insights from research on warm demander pedagogy and sociocultural theories of learning. The framework centers on the instructor’s dual role in challenging students intellectually while supporting them relationally. We offer this as a tool to guide research and professional development, aiming to expand how we define and study effective instruction in ways that humanize and affirm all students.