Speaker: Natalie Welcome (Arizona State University)

Location and Time: AC1 113, 11:20–11:50am

Title: Inclusion of Women: Incorporating History into the Mathematics Classroom

Abstract: Math classes do not usually offer students an opportunity to learn about the diversity within the field of mathematics. Thus, students tend to hold inaccurate, negative perspectives about mathematics studies, and many may not feel a sense of belonging in the classroom, not seeing themselves reflected in the curriculum. This can be especially true as a gender gap persists regarding women studying across the sciences. The relationship between history and math should be explored as one way to correct inaccurate views about what defines a mathematician. One of the teaching practices that can support diversity and inclusion in the mathematics classroom is exposing students to a diverse group of mathematicians, including female mathematicians. We investigated the effects of using this teaching practice on creating an inclusive classroom. Participants were 36 undergraduates in a Precalculus course. Data were collected using a pre/post-test tool and analyzed quantitatively and qualitatively. An analysis was performed, through close comparisons between students’ responses in the pre/post-tests. Results showed that participants gained new knowledge from treatment.