<br/>Here, we present the results from a mixed-methods evaluation of the intellectual priorities conveyed by classroom practices across three enactments of large-enrollment, first- and second-semester general chemistry. What we discovered was how a heavy emphasis on the performance of calculations perpetuating the educational marginalization of students who identify as first-generation, women, First Nations, Black or African American, and Hispanic or LatinX who comprise a disproportionate number of chemistry students scoring in the bottom quartile of pre-college math test scores (e.g., ACT, SAT). However, when success in the course was defined by a student’s application of fundamental disciplinary ideas to apply models (including mathematical models) useful in making sense of phenomena, a substantive increase (8-20%) in the pass rates of the marginalized student groups was predicted. Thus, we offer implications toward the development of increasingly equitable enactments of college-level general chemistry courses emphasizing the application of models (including mathematical models) to making sense of chemical phenomena, questioning the tradition surrounding how chemistry courses have been assessed.

Math in chemistry <i>versus</i> chemistry in math: Identifying and avoiding oppressive educational practices

ACS Spring Meeting 2021

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.

Math in chemistry versus chemistry in math: Identifying and avoiding oppressive educational practices