U(M) Math Learning Community on Inclusive Teaching
Materials and information about the University of Michigan Mathematics
Department's Learning Community on Inclusive Teaching are posted
here. To be added to the LCIT e-mail list, please
Some of our sessions meet in the Math Department and School of Education's
on Teaching Mathematics, which meets occasional Mondays, 5-6:30pm,
in East Hall 3866; and the rest are as indicated below.
Meetings for winter will be 28 January,
17 March, and
14 April. All meetings are
11:30am–1pm, in EH 4866. Lunch is provided.
Inclusive Teaching site.
- Notes for 28 January, 2020:
Our first meeting this semester will focus on groupwork, and how to
make sure that we are making it inclusive. We will discuss the
readings below, with a presentation of some research highlights and
vignettes. As usual, reading is encouraged but attendance is
welcomed even if you were unable to read.
- Notes for 26 November, 2019:
For this session we have Luis Leyva, from Vanderbilt University,
leading our discussion. Readings are given below; note that
specific sections are suggested as higher priority.
- Levya, L., et al. 2019. Detailing
the Potentially Marginalizing Nature of Undergraduate Mathematics
Classroom Events for Minoritized Students at Intersections of
Racial and Gender Identities, Proceedings of the 22nd Annual
Conference on Research in Undergraduate Mathematics Education.
- Battey, D., Levya, L. 2016. A
Framework for Understanding Whiteness in Mathematics
Education, J. Urban Mathematics
Education 9(2):49–80, especially the introduction
(pp.49–51), whiteness in math education (pp.51–53) and
institutional space (pp.60–62) sections.
- Levya, L. 2017. Unpacking
the Male Superiority Myth and Masculinization of Mathematics at
the Intersections: A Review of Research on Gender in Mathematics
Education. J Research in Mathematics
Most important are the introduction (pp.397–399),
achievement (pp.401–402) and implications for research
(pp.406–407), participation (pp.407–409,
413–414, 417–419) and implications for research
(pp.417–419), and argument for intersectional analyses of
gender (pp.419–421) sections.
- Notes for 29 October, 2019:
In this session we will be splitting the time between (1) Elaine
Lande sharing "mathematical silhouettes" with us from her students
this past summer and (2) Hanna Bennett sharing some of what she
learned at the PCMI summer workshop run by Rochelle Gutiérrez on
Rehumanizing Mathematics for Black, Indigenous, and LatinX
- Notes for 1 October, 2019:
In this session we will expand our consideration of readings to the
resources available from
has a wealth of good resources that admit going
down many different, instructive, rabbit holes. Follow some links,
see what you find, and bring those to our meeting.
- Notes for 10 September, 2019
Our goals for this session are to restart our community for a new
semester. The readings are intended to provide new insight on
inclusive teaching as well as a common base from which to start our
new semester. As you read the readings, below, please reflect on
the questions what seems familiar or applicable from these
readings?, and what seems unfamiliar?
Henrich, A.K., Lawrence, E.D., Pons, M.A., Taylor, D.G., eds.
MAA Press, AMS. Providence, RI. ©2019.
We will focus on Part II: Who Are These People? Do I Even Belong?
- Sathy, V & Hogan, K.A.
to Reach All of Your Students? Here’s How to Make Your Teaching
More Inclusive. Chronicle of Higher Education, July 22,
- Summer Reading Group 2:
Discussing Inventing the Mathematician, by Sara Hottinger.
July 15, 11–12:30pm (Chapters 1, 2),
July 26, noon–1:30pm (Chapters 3, 4), and
August 12, 9:30–11am (Chapters 5, 6).
- Summer Reading Group 1:
Discussing Mathematical Mindsets, by Jo Boaler.
May 20, 10–11:30am (Chapters 1–4),
June 3, 10–11:30am (Chapters 5–6), and
June 26, 10–11:30am (Chapters 7–9).
- Notes for 30 April, 2019
In this session we will consider our discussion and conclusions from
the semester, and think about how to move our community forward
through the summer and into the ongoing year.
- Notes for 2 April, 2019
In this session, we will have a guest facilitator,
, from our School of Education. There are two readings,
exploring mathematics identity development in black students in
post-secondary contexts, included below.
- Notes for
12 14 March, 2019
(2:30–4pm, EH 4866)
In this session we will continue our discussion on how to apply
some of the ideas about which we have been reading to specific
classes. Our first example class will be math 116, and we will
consider some work on mastery grading in that course. Our second
topic will be some of the content courses for teachers, with the
option of considering how we may make other courses more inclusive
in structural or non-structural ways.
Readings: no new readings for this session. Please feel free to review
some of the reading that we have done to this point!
- Readings for 26 February, 2019
(noon–1:30pm, EH 4866)
In this meeting we will extend our conversation from last time,
especially how we imagine the three overarching strategies from
Cohen's chapter 10 might work in various settings within our math
department. In addition, we'll add two readings from media sources
to our discussion (see below).
Though it's not the focus on this coming meeting, we anticipate
there will be ample opportunities to draw connections to our
discussion of stereotype threat from last semester. If you were
not part of that conversation, there are two quick resources
- Readings for 5 February, 2019
(noon–1:30pm, EH 4866)
In Winter 2018, we looked at a number of issues with inclusivity in
teaching, one of which revolved around groupwork and inclusive
teaching. While using groupwork (and other active learning
strategies) has been shown to "level the playing field" (Laursen et
al, 2014), it is not de facto inclusive, and it can be challenging to
ensure that all students are having equitable opportunities to
participate and learn. The theme of this first meeting will be
"Identity and Groupwork" and we’ll explore the role of social
identities and roles students take in groupwork. We have three
readings. If you are short on time, just read the first one!
("gots" and "needs")
from the discussion (Google doc).
In addition, we considered the following activities:
- Elizabeth Cohen. Designing Groupwork: Strategies for the
Heterogeneous Classroom. Chapter 10,
Expectations for Competence."
- Elizabeth Cohen. Designing Groupwork: Strategies for the
Heterogeneous Classroom. Chapter 3,
Dilemma of Groupwork."
- Eddy, S. L., Brownell, S. E., Thummaphan, P., Lan, M. C., &
Wenderoth, M. P. (2015). Caution, student experience may vary:
social identities impact a student's experience in peer
discussions. CBE—Life Sciences Education, 14(4), ar45.
from UM Library.
- Reading for 13 November, 2018
(11:30am–1pm, EH 4866)
In this session we will discuss Claude Steele's Whistling
Vivaldi and stereotype threat. Steele's book is quite a quick
read, but some selections are indicated below, along with two
podcasts that address some of the same information, for
consideration as well.
- Whistling Vivaldi, Claude Steele.W.W. Norton & Co.
NY, NY ©2010.
The following sections provide a reasonable quick overview:
- §1.2 (pp.5–7): intro
- §2.5 (pp.29–39): the impact of stereotype threat
- §3.4 (pp.48–54): affect on multiple groups
- §7.4 (pp.121–127): physiological effect
- §§9.4, 9.5 (pp.161–169): reducing the
impact of stereotype threat
- About 30 minute interview with Claude Steele from Talk of
the Nation: interview
- A talk given by Steele at Reed College (about one hour):
- Reading for 2 October, 2018
(11:30am–1pm, EH 4866)
(After this, the next meeting of the Community will be 13
In this session we will restart our conversation about issues in
inclusiveness in our teaching practice. To ground our discussion,
we will consider Talking About Leaving, Why Undergraduates Leave
the Sciences, by Elaine Seymour and Nancy Hewitt. We encourage
you to consider all of the document below, or even the full text;
however, for our discussion we will consider pp.1–24 and
30–49 in the overview, which is provided below. The substance
of our discusion will be concerned with the findings, which are
- Information for 30 May, 2018
At this session we will have
Victoria Genetin, CRLT's assistant director for diversity and
inclusivity, to help us continue to reach closure on our semester of
work and to better frame the ideas that we have for our teaching and
the Department's instructional program.
- Readings for 17 April, 2018
Additional reading on reducing implicit bias, parts
of which we may refer to in our session (the article is quite
technical; approach accordingly):
In our last session of the academic year we
have three goals: (1) begin to examine our own implicit bias
(through taking the Harvard IAT and reflecting on our personal
practice and professional culture); (2) synthesize some of our
take-home messages for the semester and what we might share
succinctly with our colleagues; and (3) articulate our
community's "open questions" and briefly makes some plans for our
learning community going forward.
Before coming to this session, please (1) complete the
association test, (2) Bring 3–5 suggestions
for teaching inclusively that you might give a colleague,
and (3) read the supporting readings, below.
- P.G. Devine, P.S. Forscher, A.J. Austin, and T.L. Cox.
Long-term reduction in implicit race bias: A prejudice
habit-breaking intervention. Journal of Experimental Social
- Readings for 3 April, 2018
In this session, we will look at
inclusion and assessment. Harrison Bray and Nina White will
lead a discussion on the following supporting readings.
Please fill out this survey before 11:59pm on Thursday,
3/29, to help them frame this session
- Assessing Assessment,
by Lynn Steen. This is the introduction to the MAA assessment
volume linked here, pp.1–6.
- Framing Equity,
by Rochelle Gutierrez. This is pp.5–6 in this document,
and questions for discussion are on p.8.
- Optional complimentary readings are in the
Instructional Practice Guide. The sections on assessment,
pp.69–109, and equity, pp.157–166 are particularly
relevant for our discussion. We especially recommend the equity
section, which will enhance the other (very short!) readings.
- Readings for 7 March, 2018
In this session, Nancy Kress, from
the University of Colorado, Boulder, will speak on instructional
strategies to increase students' opportunities to participate in
learning and doing mathematics. A discussion will follow, driven by
participants' questions and interests.
- Readings for 20 February, 2018
In this session, we seek to explore what
inclusivity in our classrooms may mean and may look like. Specific
questions that we may wish to consider include:
(1) What aspects of the programs and instructional techniques
described in these articles are most and least consistent with the
teaching that you are doing now? With the way our Introductory Program
courses are taught? With your experience as a learner?
(2) What techniques for creating a more inclusive classroom do you
want to try? What are your concerns about doing so?
- Readings for
2018 6 February, 2018
Our goals for this session are to establish a
context for the community, and to start thinking concretely about the
classes we teach. The NCTM position statement is not directly
applicable to University classrooms, but provides insight from a
professional organization concerned with mathematics teaching. We
hope the other two articles will seed discussion about our own
Learning Community on Inclusive Teaching
Gavin LaRose <email@example.com>
Nina White <firstname.lastname@example.org>
Last Modified: 2020-01-23 10:00am