This study explored the math course taking patterns of Nebraska's secondary students from 2014-2020 using statewide data. Three course taking patterns were identified and examined. There are nuanced differences through these pathways based and race and gender. Student success through the pathways is dependent on course placement in the first year…

The debate between cooperative group learning and individual instruction has long been a focal point in educational discourse. This research study explored these two instructional methodologies' comparative efficacy and benefits in fostering learning outcomes and skill development. This research study was conducted using fifth-grade classes from…

To develop an equity-centered orientation in teacher education programs, it is essential to recognize what prospective teachers (PTs) attend to in classroom events and how they relate these events to mathematics instruction. We examined how race-gender intersections of a child (Black boy, Black girl, White boy, and White girl) in a written…

The study conducted in Dolphin County School District offers a comprehensive exploration of teacher beliefs among K-8 educators, specifically focusing on perspectives related to mathematics instruction. The findings reveal a diverse array of beliefs, shedding light on nuanced aspects of transmissionist, facts-first, and fixed instructional plan…

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.…

This study employed design-based logistic regression to examine the extent to which attending a science, technology, engineering, and mathematics (STEM) magnet high school, school demographics, and student-level factors explain a student's intent to declare a STEM major in the first semester of college. The results show only student-level factors…

Using data on ninth graders, math teachers, and schools from the nationally representative High School Longitudinal Study of 2009, we investigate the following questions: (1) How do ninth graders' perceptions of their math teachers as equitable relate to their math identity at the intersection of adolescents' race and gender? and (2) Do…

Context: The use of educational technology for improving K-12 math education has expanded dramatically recently. ASSISTments (Heffernan & Heffernan, 2014), a widely used digital platform, has seen its use in schools increase significantly from 800 to 20,000 teachers over the past two years. A review of evidence-based online programs by the…

Students vary in their perceptions of teachers' motivational supports, even within the same classroom, but it is unclear why this is the case. To enable the design of equitable environments and understand the theoretical nature of motivational climate, this study explored demographic differences in university students' perceptions of instruction…

Two developments in teacher expectation research formed the basis for the current study. First, researchers have begun investigating the self-fulfilling prophecy effects of teacher expectations on a variety of psycho-social outcomes in addition to the effects on academic achievement. Second, researchers have started to realize that some groups of…

Building off of other studies that examined the effectiveness of double-dose algebra programs such as Nomi and Allensworth (2009), this dissertation compared the performance outcomes of students enrolled in one of two alternatives to traditional high school algebra, a double-dose and a single-dose algebra program. This work utilized multiple…

Inequities in STEM participation for people of color and women are documented extensively, often highlighting issues of representation and/or achievement. This study adds to the literature by looking at participation inequities in a high school calculus class. Equity is conceptualized as a fair distribution of opportunities for students to engage…

Undergraduate mathematics education can be experienced in discouraging and marginalizing ways among Black students, Latin* students, and white women. Precalculus and calculus courses, in particular, operate as gatekeepers that contribute to racialized and gendered attrition in persistence with mathematics coursework and pursuits in STEM (science,…

Through a multi-year, national calculus study, researchers have recently identified seven characteristics of successful college calculus programs. We identified these seven characteristics by visiting five doctoral-granting mathematics departments with successful calculus programs and uncovering the common traits among them. These seven traits…

Developmental or remedial education is a strategy that assists underprepared or unprepared students. Though prominent in the higher education remedial education landscape, low course and degree completion rates plague developmental mathematics courses. Research is replete with studies addressing students' underpreparedness for college-level…