Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers-working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities-who informed the measure design and ensured that the data were actionable in their contexts. This article contributes to existing research on classroom measures by highlighting the value of attending to embodied learning through multiple modalities and representations of student participation. We further highlight how such a measure provides practical insights into participation that extend beyond verbal only measures.

Promoting equitable classrooms is a goal of postsecondary mathematics education, but there is still limited research on how faculty learn to teach more equitably. Despite the variety of techniques developed in primary and secondary education, there has been less use in higher education. This manuscript focuses on the 'assigning competence' technique from Complex Instruction, and how it can disrupt gender inequities in postsecondary mathematics. This manuscript draws on video data, coded classroom observations, recorded debrief sessions, and faculty interviews to illustrate faculty learning and the impact on student participation.

This paper uses quantitative analytics to study talk-based participation in 100 mathematics classrooms across one racially diverse urban school district in the USA. Using the EQUIP observation tool and hierarchical linear modeling, we characterize the quantity and quality of participation for students across 3025 coded turns, by race and gender. We found that in general, boys participated significantly more than girls. We also found that Latinx and Asian/Pacific Islander students had significantly fewer turns than Black and White students. To interpret these findings in context, we analyzed interviews from 29 district leaders using a poststructural framework organized around D/discourse.

Improving equity in undergraduate STEM is a national imperative. Although there is a rapidly growing body of research in this area, there is still a need to generate empirical evidence for equitable teaching techniques. We ground our work in Complex Instruction, an extensively researched pedagogical approach based on sociological theories and the malleability of status. This approach has been applied primarily in K-12 classrooms. In this manuscript, we explore the application of one strategy from Complex Instruction-assigning competence-to undergraduate STEM classrooms. We provide an analysis of three instructors' implementation of assigning competence and track the impact on student participation. This work makes a unique contribution to the field, as the first study that directly documents changes in student participation resulting from assigning competence in undergraduate STEM.

The use of two-dimensional images to teach students about three-dimensional molecules continues to be a prevalent issue in many classrooms. As affordable visualization technologies continue to advance, there has been an increasing interest to utilize novel technology, such as augmented reality (AR), in the development of molecular visualization tools. Existing evaluations of these visual-spatial learning tools focus primarily on student performance and attitude, with little attention toward potential inequity in student participation. Our study adds to the current literature on introducing molecular visualization technology in biochemistry classrooms by examining the potential inequity in a group activity mediated by AR technology. Adapting the participatory equity framework to our specific context, we view equity and inequity in terms of access to the technological conversational floor, a social space created when people enter technology-mediated joint endeavors. We explore three questions: What are the different ways students interact with an AR model of the potassium channel? What are salient patterns of participation that may signify inequity in classroom technology use? What is the interplay between group social dynamics and the introduction of AR technology in the context of a technology-mediated group activity? Pairing qualitative analysis with quantitative metrics, our mixed-methods approach produced a complex story of student participation in an AR-mediated group activity. The patterns of student participation showed that equity and inequity in an AR-mediated biochemistry group learning activity are fluid and multifaceted. It was observed that students who gave more explanations during group discussion also had more interactions with the AR model (i.e., they had greater access to the technological conversational floor), and their opinion of the AR model may have greater influence on how their group engage with the AR model. This study provides more nuanced ways of conceptualizing equity and inequity in biochemistry learning settings.

Data visualizations are routinely used for STEM faculty development to support equitable teaching practices. Yet, little is known about how instructors interpret such data visualizations. This interview study fills a key gap by providing insight into how STEM educators make sense of visualizations. We report on cognitive interviews with 17 participants who were shown eight different data visualizations depicting racial inequities in classroom participation. The participants were asked to interpret whether the scenarios were equitable and answer questions about the distribution of participation. We report on which visualizations participants were able to interpret most accurately, and how particular visualizations supported thinking about inequity. No single visualization was most effective in all cases, and critically, we found that not all visualizations were equally effective for identifying inequities, and that different types of visualizations drew attention to different aspects of inequity (e.g., individual disparities vs. group-level disparities). We also provide data on how participants differentiated between equity and equality. Thus, the present study provides useful information for professional developers about which types of visualizations may be most effective for different purposes and highlights the need for multiple representations of racial inequity. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2023.

This article focuses on using simulations of practice in teacher education. We studied preservice teachers' engagement with a popular simulations platform, which creates "mixed-reality simulations" of five digital avatars controlled by a single live interactor. Because simulations are only an approximation of real practice, our overarching goal was to understand how mathematical stereotypes might arise in simulated spaces. We used Discourse analysis to classify the stereotypes present and the EQUIP observation tool to understand how PTs made participation opportunities available. We found that the simulations might have perpetuated overtly racist and sexist stereotypes and that negatively stereotyped students were afforded lower-quality opportunities to participate. We discuss how to mitigate potential harm caused and offer guidance for redesigning more equitable and antiracist simulations. Our goal is to raise critical questions for our field around the use of simulations of practice.

This paper utilizes poststructural theory to analyze student artifacts that were collected from a history of mathematics course. The course was designed to counter three types of mathematical narratives, relating to: 1) race, 2) intelligence, and 3) innateness. To address these narratives, the course highlighted the contributions of communities of color and other minoritized populations in the historical development of mathematics. It also explicitly challenged dominant constructions of mathematical history and problematized their use to further the power and privilege of particular groups. Analyses of student artifacts showed that this course provided space for students to defy innate intelligence racial narratives and strengthen their own counter-stories.

This article investigates the implementation of inquiry-oriented instruction in 20 undergraduate mathematics classrooms. In contrast to conventional wisdom that active learning is good for all students, we found gendered performance differences between women and men in the inquiry classes that were not present in a noninquiry comparison sample. Through a secondary analysis of classroom videos, we linked these performance inequities to differences in women's participation rates across classes. Thus, we provide empirical evidence that simply implementing active learning is insufficient, and that the nature of inquiry-oriented classrooms is highly consequential for improving gender equity in mathematics.