Presenter: Ernesto Daniel Calleros
Prior research on active learning suggests inquiry-based instructional approaches are more effective than lectures in undergraduate mathematics education (Freeman et al., 2014). However, inquiry-based approaches might not yield equal benefits for students from certain marginalized groups (e.g., women in Johnson et al., 2020). One important group to consider is multilingual students whose primary language differs from the language of instruction. In this session, I will present a framework and findings from a multi-case study that explored an overarching question related to equity for multilingual students: What language demands and resources do multilingual students experience and use in one inquiry-oriented linear algebra (IOLA) course?