Postsecondary mathematics instructors’ characterizations of equitable and inclusive teaching
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Dakota White [1] ; Rachel Funk [1]
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[1] University of Nebraska–Lincoln
University of Nebraska–Lincoln
Estados Unidos
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 56, Nº. 12, 2025, págs. 2573-2595
- Idioma: inglés
- DOI: 10.1080/0020739X.2025.2560418
- Texto completo no disponible (Saber más ...)
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Resumen
Postsecondary mathematics instructors are increasingly aware and interested in using equitable and inclusive teaching (EIT) practices, yet instructors may struggle to understand what they look like in mathematics classrooms. Our study investigates the characterisations of EIT from 13 postsecondary mathematics instructors who were involved in a year-long equity focused workshop, with the purpose of describing what topics arose when they were asked to define EIT. Our iterative coding process showed that instructor characterisations of EIT contained themes of awareness of students’ experiences and backgrounds as well as student engagement. Additionally, we captured ways that instructors responded to the interview question and how they defined EIT through self-reflection and reification (e.g. describing what is not EIT). We connect instructor characterisations to past research on EIT and discuss the importance of continuing to help instructors define and conceptualise EIT practices. Our findings show what characteristics of EIT are being reified and what areas might need more emphasis or introduction. These findings can support researchers, department leaders, and professional development providers who are engaged in change efforts centred around EIT.
