Mathematics Colloquium: Naneh Apkarian, Arizona State University

Abstract: This talk will present findings from a recent project about students’ experiences in precalculus and calculus courses. The use of “active learning” practices has grown, as has the body of literature indicating that while there are broad positive impacts on students’ learning, some students report negative experiences. This led us to question how students with identities that are traditionally marginalized in mathematical spaces differentially experience such practices. Drawing on a data set of over 30,000 student survey responses, we analyzed how shifts in mathematical affect are mediated by intersectional race-gender identities and the active learning instructional practices of math engagement, peer collaboration, instructor inquiry, and participation. Top-level findings are that (a) high levels of all four practices appear beneficial for all student identity groups; and yet (b) when considering individual practices, they have different impacts on students from different groups in terms of both the direction and magnitude of the effect. The implications of these findings will be discussed, specifically that we find value in promoting the collective high use of multiple active learning practices, coupled with a need for more in-depth understanding and attention to how these individual practices can differentially impact students.