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DIVERSITY AND INCLUSION: INCORPORATING HISTORY INTO THE MATHEMATICS CLASSROOM
Derar Serhan, Arizona State University, United States of America / Natalie Welcome, Arizona State University, United States of America

(International Conference on Education in Mathematics, Science and Technology (ICEMST)) which took place on March 24-27, 2022, Antalya, Turkey, https://www.2022.icemst.com/ organized by International Society for Technology, Education and Science (ISTES)-http://www.istes.org)

Students have been trained to hold inaccurate, negative perspectives about diversity in the world of mathematics. As a result, they may not feel a sense of belonging in the classroom when they do not see themselves reflected in the curriculum. The relationship between history and mathematics can and should be explored as a matter of correcting inaccurate views about what defines a mathematician and to enhance the benefits of studying mathematics and its relevance in daily life. One of the teaching practices that can support diversity and inclusion in the mathematics classroom is exposing students to a diverse group of mathematicians. In this study, we will investigate the effects of using this teaching practice on creating an inclusive classroom. The participants in this study will be 30 undergraduate students enrolled in a Precalculus course. Data will be collected using a pre-post test tool. The collected data will be analyzed both quantitatively and qualitatively, an in-depth analysis through close comparisons between students’ responses in the pre and post tests.