Math Specific Resources

inclusion/exclusion – An AMS Blog

This is a blog about underrepresented groups in mathematics. The main goal of this blog is to discuss issues pertaining to marginalized and underrepresented groups in mathematics. We hope that by increasing awareness of these issues, we will help develop a more inclusive, supportive, and diverse community of mathematicians. Topics may include: conferences targeted at underrepresented groups, inclusive teaching strategies, summaries of current educational research, features about inspiring and successful underrepresented mathematicians, and advice for students, faculty, and researchers at all levels.

AMS Blog on Teaching and Learning

The goal for this blog is to stimulate reflection and dialogue by providing mathematicians with high-quality commentary and resources regarding teaching and learning. Because there is no simple solution to the challenges facing mathematics education, this blog will serve as a big tent, giving voice to multiple contributors representing a wide range of ideas.

MAA Posts on Inclusivity

A series of posts from the Mathematical Association of America on Inclusivity.

Francis Su’s Writings

A collection of writings on inclusivity and math instruction from Francis Su, former President of the MAA and Professor at Harvey Mudd.

Empowering Whom? The Challenge of Diversifying the Mathematical Community

A talk on the importance of inquiry in mathematics classrooms by David Kung, the Director of Project NExT and Professor at Saint Mary’s College.

AMS Blog: Six Ways Mathematics Instructors can Support Diversity and Inclusivity

Use students’ interest in contextualized tasks.
Expose students to a diverse group of mathematicians.
Design assessments and assignments with a variety of response types.
Use systematic grading and participation methods.
Consider your course logistics.
Encourage students to embrace a growth mindset.

The Role of Failure and Struggle in the Mathematics Classroom

A blog post about promoting productive struggle and growth mindset in a mathematics classroom by Dana Ernst.

5 Ways to Respond When Students Offer Incorrect Answers

The way we answer these questions impacts the learning environment in our classes, according to a study in the American Educational Research Journal. Conversations with colleagues Darryl Yong and Lelia Hawkins generated these five suggestions for constructive responses to misconceptions. A blog post from Rachel Levy, Deputy Director of the MAA.

Social Justice Mathematics and Science Curricular Resources for K-12 Teachers

A curated list of resources from Dr. Kari Kokka, Assistant Professor of Math Education at University of Pittsburgh.

Axioms proposed by Federico Ardila

Axiom 1. Mathematical potential is distributed equally among different groups, irrespective of geographic, demographic, and economic boundaries.
Axiom 2. Everyone can have joyful, meaningful, and empowering mathematical experiences.
Axiom 3. Mathematics is a powerful, malleable tool that can be shaped and used differently by various communities to serve their needs.
Axiom 4. Every student deserves to be treated with dignity and respect.

Mathematically Gifted and Black

“Featuring the Accomplishments of Black Scholars in the Mathematical Sciences.”

The National Association of Mathematicians (NAM)

“The National Association of Mathematicians (NAM) is a non-profit professional organization in the mathematical sciences with membership open to all persons interested in the mission and purpose of NAM which are: promoting excellence in the mathematical sciences and promoting the mathematical development of all underrepresented minorities.”