Detailing Racialized and Gendered Mechanisms of Undergraduate Precalculus and Calculus Classroom Instruction

Overview of attention for article published in Cognition and Instruction, November 2020

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In the top 25% of all research outputs scored by Altmetric
Among the highest-scoring outputs from this source (#24 of 323)
High Attention Score compared to outputs of the same age (90th percentile)

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news: 1 news outlet
blogs: 1 blog

twitter: 5 X users

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mendeley: 80 Mendeley

So far, Altmetric has seen 10 X posts from 5 X users, with an upper bound of 27,555 followers.

"& (ii) formalizing use of study groups to foster same-race, same-gender peer support among historically marginalized Ss." (2/2) Read the full paper here: https://t.co/QogoLoqRgR

"Implications for equity-oriented calculus instruction include: (i) co-constructing classroom participation norms w/ Ss that challenge stereotypes of ability..." (1/2) https://t.co/QogoLoqRgR

"These are what we call ‘instructional mechanisms of inequality.’" (2/2) https://t.co/QogoLoqRgR @LuisLeyvaEdu @DanBattey

"Ss perceived stereotypes & issues of representation in mathematical spaces colliding w/ seemingly neutral instructional behaviors to reinforce inequities of participation & exclusionary ideas of who belongs in STEM." (1/2) Read our newest artic…

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