Welcome to the History for Inclusion & Diversity in Mathematics Network (HIDIM)
HIDIM aims to build a network around exploring the use of history of mathematics to promote equality, diversity and inclusion in the mathematics curriculum in UK HE.
Low levels of inclusion and diversity are of widespread concern among mathematics educators. Sensitive use of global history of mathematics (HoM) within the core mathematics curriculum is often suggested as one means of tackling EDI. However, the complex interaction of factors in doing so effectively is not yet understood. Our aim reflects HIDIM’s view that while using HoM appears a promising way forward, very little is currently known about whether, how, and in what ways, it may be effective. By sharing and reflecting on our experiences of using HoM, we can gain confidence and understanding of what works and what does not, for whom and in what circumstances.
Network Activities:
- JISCmail list for updates and discussion. Sign up
- Online reading group and experience sharing – monthly – details circulated on JISCmail
- Online and in-person workshops
- Developing a repository for sharing and discussing teaching resources and activities
- Developing evaluation principles
Past Activities include:
- Evidence and requirements gathering through separate student and staff focus groups across the UK. Overview of the staff outcomes
- A literature review, accessible to mathematicians interested in promoting EDI principles in their teaching
- Reflections on the first three years of the network
Examples of use of history in promoting EDI principles:
- Provision of role models.
- Use of historical examples to provide a culturally-level playing field in class.
- Sensitising staff to cultural specificity of current mathematical practises.
- Leveraging precedents from non-European cultures.
Contact details:
If you would like to get in touch with the Network, our email address is [email protected]
Steering Group:
- Prof Isobel Falconer – University of St. Andrews (Chair)
- Dr Troy Astarte – University of Swansea
- Dr Ilaria Bussoli – University of Bath
- Dr Gemma Crowe – University of Manchester
- Dr Ciarán Mac an Bhaird – University of Maynooth
- Dr Peter Rowlett – Sheffield Hallam University
- Dr Rehan Shah – Queen Mary University of London
Acknowledgements:
This work is supported by the Isaac Newton Institute and the Heilbronn Institute (Additional Funding Programme for Mathematical Sciences, delivered by (EPSRC EP/V521917/1).
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