How Mathematics Instructors Foster the Development of Black Students' Mathematics Identity in Undergraduate Active Learning Mathematics Courses

Author

Ashly J. Olusanya, The University of Texas Rio Grande Valley

Date of Award

5-2024

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Mathematics

First Advisor

Kaitlyn Serbin

Second Advisor

Younggon Bae

Third Advisor

Mayra Ortiz Galarza

Abstract

Black students must overcome unique challenges to succeed in mathematics. Educators are tasked with identifying equitable teaching practices to support these students. Active learning (AL) is a teaching pedagogy that engages students in rigorous mathematical activities and encourages student participation. This research study will explore the professors’ beliefs about how students learn mathematics and why they use active learning in their collegiate mathematics courses. The study explores the connections between these beliefs and their reported use of instructional practices. The study also identifies the instructors’ beliefs about developing students’ mathematics identities, particularly their Black students’ mathematics identities, in their classes. The study aims to connect their beliefs on developing students’ mathematics identity and their reported use of instructional practices.

Comments

Copyright 2024 Ashly Olusanya.

https://go.openathens.net/redirector/utrgv.edu?url=https://www.proquest.com/pqdtglobal1/dissertations-theses/how-mathematics-instructors-foster-development/docview/3085293071/sem-2?accountid=7119

Recommended Citation

Olusanya, Ashly J., "How Mathematics Instructors Foster the Development of Black Students' Mathematics Identity in Undergraduate Active Learning Mathematics Courses" (2024). Theses and Dissertations. 1521.
https://scholarworks.utrgv.edu/etd/1521