Mathematics Equity through Teaching Actively: Centering Equity in Our Active Learning Pursuits

Abstract

In this paper, we describe a movement through professional development at California State University, Fullerton, to promote equity-minded active learning within mathematics courses. The META: Mathematics Equity through Teaching Actively project supports faculty by providing a range of professional development opportunities where we take an explicit, rather than implicit, stance on attending to equity-minded instruction while shifting to active learning. Through professional development guided by the student-developed, literature-informed Teaching Equity-minded Active Mathematics Tool (TEAM Tool), we cultivate a supportive learning environment by warmly inviting faculty to participate in our activities, securing time and space for faculty to learn together in a collaborative environment, and frequently communicating with faculty on how best to meet their needs. We believe that sustainable department-level transformation will happen gradually, as increasing numbers of faculty adopt equity-minded active learning within their teaching and continuously reflect on their teaching as a whole.