A set theory analysis of the relationship between active learning and equitable and inclusive teaching

Abstract

Although research on active learning suggests strong connections to equitable and inclusive teaching, few studies have explored the relationship between the two concepts. In this qualitative study, we examined how 13 participants in an equity-focused workshop described the relationship between active learning, and equitable and inclusive teaching. We used set theory as an analytic tool to categorise their descriptions. We found that all participants saw active learning, and equitable and inclusive teaching as related. The two relationships that were most strongly supported by participants’ statements were that active learning, and equitable and inclusive teaching are related yet independent sets, or that equitable and inclusive teaching is a subset of active learning. We discuss implications of these findings and pose questions for further exploration.

KEYWORDS:

• Active learning
• equitable and inclusive teaching
• set theory
• undergraduate mathematics

Acknowledgments

Data were collected through an NSF-funded project (#1624639, #1624643 - SEMINAL). We would like to thank SEMINAL for designing the larger project from which these data were collected. All conclusions and opinions in this paper are from the authors and do not represent the opinions of the National Science Foundation.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by National Science Foundation [grant number 1624639, 1624643].