Improving Students’ Learning Outcomes in Mathematics Courses using Asset-Based and Equity-Minded Approaches

Abstract

Teaching mathematics courses, for example Calculus, at the university level presents unique challenges due to the diverse academic, cultural, and socioeconomic backgrounds of students. This paper explores the implementation of asset-based and equity-minded pedagogical approaches to improve student learning outcomes in entry level mathematics courses. By recognizing and leveraging the unique strengths and experiences each student brings to the classroom, the instructor fosters a more inclusive and supportive learning environment. The study outlines the logistics of initiating such an approach, including the use of peer learning strategies like “study buddy” model. The paper details the methods used to implement these strategies and discusses their impact on student engagement, motivation, and academic performance. Findings suggest that when students feel valued and supported, their confidence and competence in mathematics significantly improve. This approach offers a replicable model for educators seeking to enhance equity and effectiveness in STEM education.