Kyle Yapp

Date Approved

2022

Degree Type

Open Access Senior Honors Thesis

Department or School

Mathematics and Statistics

First Advisor

Andrew Ross, PhD

Second Advisor

Stephanie Casey, PhD

Third Advisor

Debra Ingram, PhD

Abstract

The purpose of this project is to evaluate the effects of implementing Equitable Teaching practices in Math 120 Calculus 1. We used the EQUIP instrument in order to measure the amount of participation from each student. We used the X-PIPS-M instrument in order to get the students' responses to the class as well as have Dr. Ross reflect as a teacher. We used the MCOPP+ in order for Dr. Ross to reflect as a teacher. We also used the Calculus 1 Concept Inventory assessment in order to evaluate students' content knowledge growth during the course. We found that students responded well to the new teaching practices as students felt that the class created a welcoming environment. This is shown to use through EQUIP showing that we had an equity ratio close to one for high level questions. When rating reflecting with MCOPP+ a majority of the ratings were a 2 or 3 on the scale out of 3. These ratings show that the teaching practices align with the recommendations. When using X-PIPS-M students responded positively to feeling included in the classroom environment and had a stronger mathematical identity. Students also improved their score on the calculus 1 concept inventory showing that they better understand the material. When looking at the anonymous survey form, students commented on how they enjoyed the classroom culture that was created and had very little criticism for the class besides the amount of homework questions

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