PROCEEDINGS OF THE 20TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2017
San Diego, California
Research in courses before calculus through the lens of social justice
Page: 1068
The terms equity, diversity, inclusion, and social justice have entered the research lexicon. Yet, researchers face significant challenges in gaining a nuanced understanding of the various ideas associated with these words. This theory-focused report presents some recent policy efforts to generate a shared meaning for “social justice” in mathematics education and offers a framework for making sense of (and making sense with) intercultural interactions as an essential component of rigorous research. To anchor discussion, we focus on research on teaching and learning in the courses before calculus (e.g., algebra, pre-calculus, liberal arts math, math for pre-service elementary school teachers, algebra-based statistics).