The lived experience of linear algebra: a counter-story about women of color in mathematics
AffiliationUniv Arizona, Fac Math
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CitationAdiredja, A.P., Zandieh, M. The lived experience of linear algebra: a counter-story about women of color in mathematics. Educ Stud Math (2020). https://doi.org/10.1007/s10649-020-09954-3
RightsCopyright © Springer Nature B.V. 2020
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at email@example.com.
AbstractThis paper focuses on the mathematical sensemaking by women of color in the USA as part of the global effort of dismantling deficit narratives about historically marginalized groups of students. Following Adiredja's anti-deficit framework for sensemaking, this cognitive study invited a group of women of color to share their understanding of basis from linear algebra to construct a sensemaking counter-story. Extending the framework, this study examines a task that explores the boundaries and nuances of a concept to support the effort of going beyond students' deficits. Eight women extended the concept of basis (and vector spaces) to 22 distinct everyday contexts, drawing from their everyday lives as well as topics from their academic experiences. Their explanations revealed analytical codes describing roles and characteristics of a basis. These codes suggest ways that students can mobilize the concept of basis beyond its logical underpinnings. Contrasting interpretations using a deficit and an anti-deficit perspective construct a counter-story that showcases these women's creativity and flexibility in understanding the concept, and potential resources for the teaching and learning of linear algebra.
Note12 month embargo; published online: 6 June 2020
VersionFinal accepted manuscript