Using Informal Chats in a Math Course

Overview

Students collaboratively discuss math problems and explore concepts related to equity, diversity, and inclusion (EDI) in the field of mathematics.

Why Use This?

Math anxiety is reduced when students discuss math and work together to solve problems, which can help them be more successful in the course. Discussing and solving problems with peers has also been shown to increase overall math comprehension. Discussions further provide a space for students to be introduced to and discuss EDI concepts that relate to the field of mathematics.

How Does It Work?

At the end of each unit, students are asked to participate in a “math chat” discussion in which they do one or more of the following:

Post a problem they are stuck on or a question they have.
Solve a problem posted by another student or answer another student’s question.
Read and reflect on a math-related article or talk about a math-related topic.

In this course, articles pertaining to EDI were curated for two of the math chats. These articles addressed topics such as racial, gender, and time inequities in traditional math education, and how the field of math is adapting to welcome mathematicians from diverse backgrounds. Another math chat invited students to research and post contributions by a mathematician from a historically underrepresented group, such as women, people of color, Indigenous peoples, and LGBTQ+ individuals.

This screenshot is an example of a Match Chat asking students to post one of three things. The options are to ask a question about a concept or problem in the unit, to answer a question posed by a classmate, or to research and introduce the class to a mathematician from a historically underrepresented group.

The initial post prompt for a math chat

Keep In Mind

You’ll likely need additional time to curate articles and web resources for your chat prompts.
Solutions posted by students could be incorrect; instructors should monitor student-posted solutions.
A “starter post” from the instructor can help foster connections and jump-start the discussion in asynchronous, independent courses.

Testimonial

The purpose of the “math chats” was two-fold. The primary reason was to expose students to mathematical topics not normally discussed in courses, especially at this level. Topics like underrepresented mathematicians, how mathematics is taught, climate change, etc. Additionally, research has shown that open-ended conversations about mathematics reduce anxiety and improve performance. This allows students in an Independent Learning course the opportunity to interact with each other and feel part of a class instead of just operating as solitary entities. I think it is important to be purposeful in the topics chosen for discussions like these. It can be too easy to just pay lip service to these types of assignments, but this is hollow and, in my opinion, worse than not implementing them at all. I also would note that even if you feel like this is not possible to do in your course, take some time to think about potential topics, and you may surprise yourself.

Erich Jauch, PhD, Assistant Professor, UW-Eau Claire

The articles and stories of diverse mathematicians humanize the content and allow students to "see" themselves in the course. Using the discussion tool in this way provides a low-stakes safe space to examine EDI in a discipline that seems objective, but traditionally has not been very diverse or inclusive.

Jessica O'Neel, Instructional Designer