• Academia Will Not Save You: Stories of Being Continually "Underrepresented"

      Guzman, Lynette DeAun; Univ Arizona, Dept Math (CLAREMONT CENTER MATHEMATICAL SCIENCES, 2019-01)
      My entire life I have had to navigate educational structures labeled (by other people) as "underrepresented" in my fields - mathematics and mathematics education. As many people who are similarly labeled in this way know, this meant I had to navigate oppressive structures that positioned me as lesser (e.g., white supremacy, patriarchy). Making sense of these repeated interactions, I wrote my dissertation as a series of three articles, each prefaced with an essay that situated a broader social, cultural, and political context and also connected to my lived experiences navigating academia. These essays were some of my most personal academic writing, and I took time to process why it was important for me to write down these stories of my life - both for the purposes of my dissertation and for my own healing as a human trying to live in this academic world. My conclusion is the title of this piece: Academia will not save you. I initially did not think academia deserved these stories. However, upon further reflection I realized that I did want to share my experiences for those who might have similar experiences navigating the academy. What follows is a revised and expanded collection of those essays.
    • Everyday Examples in Linear Algebra: Individual and Collective Creativity

      Adiredja, Aditya P.; Zandieh, Michelle; Univ Arizona, Dept Math (CLAREMONT CENTER MATHEMATICAL SCIENCES, 2020-07)
      This paper investigates creativity in students' constructions of everyday examples about basis in Linear Algebra. We analyze semi-structured interview data with 18 students from the United States and Germany with diverse academic and social backgrounds. Our analysis of creativity in students' everyday examples is organized into two parts. First, we analyze the range of students' creative products by investigating the mathematical variability in the more commonly mentioned examples. Second, we unpack some of the collective processes in the construction of students' examples. We examine how creativity was distributed through the interactions among the student, the interviewers, and other artifacts and ideas. Thus, in addition to contributing to the process vs. product discussion of creativity, our work also adds to the few existing studies that focus on collective mathematical creativity. The paper closes with connections to anti-deficit perspectives in mathematics education and some recommendations for individual and collective creativity in the classroom.