A set theory analysis of the relationship between active learning and equitable and inclusive teaching-Reference-Cited by-同舟云学术

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A set theory analysis of the relationship between active learning and equitable and inclusive teaching

Published:2023-09-13 Issue:9 Volume:54 Page:1765-1784
ISSN:0020-739X
Container-title:International Journal of Mathematical Education in Science and Technology
language:en
Short-container-title:International Journal of Mathematical Education in Science and Technology

Author:

Bennett Amy Been¹^ORCID,Uhing Karina²,Williams Molly³,Kress Nancy⁴^ORCID

Affiliation:

1. Department of Mathematics, University of Nebraska-Lincoln, Lincoln, NE, USA

2. Department of Mathematical and Statistical Sciences, University of Nebraska Omaha, Omaha, NE, USA

3. Department of Mathematics and Statistics, Murray State University, Murray, KY, USA

4. School of Education, University of Colorado Boulder, Boulder, CO, USA

Funder

National Science Foundation

Publisher

Informa UK Limited

Subject

Applied Mathematics,Education,Mathematics (miscellaneous)

Link

https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2023.2255183

Reference47 articles.

1. What Really Matters for Instructors Implementing Equitable and Inclusive Teaching Approaches

2. Taking the Sociopolitical Turn in Postsecondary Mathematics Education Research

3. What really impacts the use of active learning in undergraduate STEM education? Results from a national survey of chemistry, mathematics, and physics instructors

4. Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC Higher Education Reports. ERIC Clearinghouse on Higher Education.

5. Confronting the Equity "Learning Problem" through Practitioner Inquiry

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