Welcoming students to the mathematics community: obstacles to “belonging”

Abstract

This paper reflects on some of the obstacles which lead some students, particularly those from non-traditional academic backgrounds, to question whether they “belong” to the mathematics community.

Assessment as a barrier to inclusion

“…An inclusive community welcomes people from all backgrounds. Bradshaw and Mann (2021) identify obstacles which might affect students' sense of "belonging" as mathematicians. The assessment students' face during mathematics degrees is potentially a barrier.…”