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Title

The Qualms and Quarrels with Online Undergraduate Mathematics: The Experiences of African American Male STEM Majors.

Authors

Jett, Christopher C.

Abstract

Equity-related issues are a critical contemporary concern in mathematics education, and one specific area that has been taken up deals with equitable instructional modalities. However, the focus of many of these discussions, meetings, and publications is on K–12 mathematics education. This study reports on one aspect of an ongoing, equity issue in undergraduate mathematics education – face-to-face versus online mathematics instruction. In so doing, it investigates this issue surrounding online mathematics learning with African American (Both African American and Black are used interchangeably throughout this article, and these terms refer to students who were born and completed their schooling in the United States.) male Science, Technology, Engineering, and Mathematics (STEM) majors who have successfully completed the Calculus sequence using a critical race perspective. Findings show that these Black men did not prefer online mathematics instruction. Recommendations are shared to deal with the qualms and quarrels of online mathematics and ultimately better prepare African American male students for STEM majors.

Subjects

UNITED States; AFRICAN Americans; AFRICAN American students; MATHEMATICS education; MATHEMATICS; ONLINE education

Publication

Investigations in Mathematics Learning, 2021, Vol 13, p18

ISSN

1947-7503

Publication type

Academic Journal

DOI

10.1080/19477503.2020.1827663