Visualization, mathematical communication, bilingualism, dynamic method, equity education, differential equations
Mathematics | Science and Mathematics Education
The growing importance of education equity is partly based on the premise that an individual's level of education directly correlates to future quality of life. Educational equity for differential equations (DEs) is related to achievement, fairness, and opportunity. Therefore, a pedagogy that practices DE educational equity gives a strong foundation of social justice. However, linguistic barriers pose a challenge to equity education in DEs. For example, I found myself teaching DEs either in classrooms with a low proficiency in the language of instruction or in multilingual classrooms. I grappled with a way to create an equity educational environment that supported students both with social justice mathematics and satisfaction for the students. According to the 2000 NCTM (National Council of Teachers of Mathematics) Principles and Standards for School Mathematics, mathematics instructors should strive to meet the demands of Principles and Standards. However, meeting the standards such as the Equity Principle can be a daunting task. DE student diversity in language proficiency might enrich the educational environment, but it also raises challenges. This brief report summarizes a way to build an equity learning environment by providing visualization support.
"A Note on Equity Within Differential Equations Education by Visualization,"
Vol. 12, Article 11.
Available at: https://scholarship.claremont.edu/codee/vol12/iss1/11
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License