Adi Adiredja

Interests

Teaching

I am interested in the instruction of calculus and linear algebra. In particular, I am interested in finding ways to make the content of these courses accessible and coherent for students. I always look for ways to leverage students' intuitions from everyday experiences in learning formal mathematics.

Research

My research lies in the intersections between advanced mathematics, equity and cognition. I investigate ways that students make sense of challenging mathematical topics in undergraduate curriculum with a particular interest in the role intuitive knowledge in learning formal mathematics. I explore ways that our views of epistemology and learning determine what kind of knowledge and what kind of students get privileged in the classroom. I am also interested in broader equity and diversity issues in undergraduate mathematics education.

Courses

Scholarly Contributions

Chapters

• Adiredja, A. P. (2021).

  Cognition, Interdisciplinarity, and Equity

  . In Handbook of the Mathematics and the Arts Sciences(pp 1-26). Cham, Switzerland: Springer. doi:10.1007/978-3-319-57072-3_73
• Adiredja, A. (2020). Cognition, interdisciplinarity, and equity. In Handbook of the Mathematics and the Arts Sciences. Cham, Switzerland: Springer. doi:https://doi.org/10.1007/978-3-319-70658-0_73-1
• Adiredja, A. P. (2018). Building on “Misconceptions” and Students’ Intuitions in Advanced Mathematics. In Toward Equity and Social Justice in Mathematics Education(pp 59-76). Cham, Switzerland: Springer, Cham. doi:10.1007/978-3-319-92907-1_4
  More info

  The goal of this chapter is to challenge deficit perspectives about students and their knowledge. I argue that predominant reliance on formal procedural knowledge in most undergraduate mathematics curricula and the oftentimes focus on students’ misconceptions contribute to the racialized and gendered inequities in mathematics education. I discuss my design of an instructional tool to learn the formal limit definition in calculus called the Pancake Story. The story builds on a misconception and student’s everyday intuitions. A successful sensemaking episode by a Chicana student illustrates the utility of everyday intuitions leveraged in the story and the inaccuracy and harm of the notion of “misconceptions.” Recognizing misconceptions as students’ attempts to make sense of mathematics, solidifying such knowledge by finding an appropriate context for it, and leveraging other knowledge resources are explicit ways to challenge dominant power structures in our practice.
• Adiredja, A. P. (2018). The politics of intuitive knowledge in advanced mathematics. In Toward Equity and Social Justice in Mathematics Education.
• Adiredja, A., Leyva, L., Seashore, K., & Zavala, M. (2017). Equity in Practice. In Mathematical Association of America Instructional Practice Guide(pp 157-170).

Journals/Publications

• Louie, N., Adiredja, A., & Jessup, N. (2021). Teacher noticing from a sociopolitical perspective: The FAIR framework for anti-deficit noticing. ZDM Mathematics Education, 53, 95-107. doi:https://doi.org/10.1007/s11858-021-01229-2
• Adiredja, A. (2021). Students’ “Struggles” with Temporal Order in the Limit Definition: Uncovering Resources Using Knowledge in Pieces. International Journal for Mathematical Education in Science and Technology, 52(9), 1295-1321. doi:https://doi.org/10.1080/0020739X.2020.1754477
• Adiredja, A. P. (2020).

  Everyday Examples in Linear Algebra: Individual and Collective Creativity

  . Journal of Humanistic Mathematics, 10(2), 40-75. doi:10.5642/jhummath.202002.05
• Adiredja, A. P. (2020). Students’ struggles with temporal order in the limit definition: uncovering resources using knowledge in pieces. International Journal of Mathematical Education in Science and Technology, 52(9), 1295-1321. doi:10.1080/0020739x.2020.1754477
  More info

  A few case studies have suggested students’ “struggles” with the temporal order of epsilon and delta in the formal limit definition. This study problematizes this hypothesis by exploring students’ claims in different contexts and uncovering productive resources from students to make sense of the critical relationship between epsilon and delta. A three-step analysis supports these aims. The analysis starts by investigating the generalizability and specificity of the struggle with the temporal order. Then, analyzing students’ justifications reveals dominant ideas supporting students’ claims. Finally, attending to the foci of the justifications reveals the potential resources to make sense of the temporal order. This study illustrates the productivity of the principles context sensitivity, cueing priority, and reliability priority from Knowledge in Pieces in understanding students’ “struggles.” The study offers the three-step analysis as a method to approach students’ understanding from an anti-deficit perspective.  
• Adiredja, A. P., & Louie, N. (2020).

  Untangling the Web of Deficit Discourses in Mathematics Education.

  . For the Learning of Mathematics, 40(1), 42-46..
• Adiredja, A., & Louie, N. (2020). Understanding the web of deficit discourse in mathematics education.. For the Learning of Mathematics, 40(1), 42-46.
• Adiredja, A., & Zandieh, M. (2020). Everyday examples in linear algebra: Individual and collective creativity. Journal of Humanistic Mathematics, 10(2), 40-75. doi:https://doi.org/10.5642/jhummath.202002.05
• Adiredja, A., & Zandieh, M. (2020). The lived experience of linear algebra: A Counter-story about women of color in mathematics.. Educational Studies in Mathematics, 104(2), 239-260. doi:https://doi.org/10.1007/s10649-020-09954-3
• Adiredja, A. (2018). Anti-deficit narratives: Politics of mathematical sense making. Journal for Research in Mathematics Education.
• Adiredja, A. (2021). The pancake story and the epsilon-delta definition. PRIMUS, 31(6), 662-677. doi:https://doi.org/10.1080/10511970.2019.1669231
• Adiredja, A. P. (2019).

  The Pancake Story and the Epsilon–Delta Definition

  . PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 31(6), 662-677.. doi:10.1080/10511970.2019.1669231
• Adiredja, A. P. (2019). Anti-Deficit Narratives: Engaging the Politics of Research on Mathematical Sense Making. Journal for Research in Mathematics Education, 50(4), 401-435. doi:10.5951/jresematheduc.50.4.0401
  More info

  This article identifies a self-sustaining system of deficit narratives about students of color as an entry point for studies of cognition to engage with the sociopolitical context of mathematical learning. Principles from sociopolitical perspectives and Critical Race Theory, and historical analyses of deficit thinking in education research, support the investigation into the system. Using existing research about students' understanding of a limit in calculus as context, this article proposes a definition of a deficit perspective on sense making and unpacks some of its tenets. The data illustration in this article focuses on the mathematical sense making of a Chicana undergraduate student. The analysis uses an anti-deficit perspective to construct a sensemaking counter-story by a woman of color. The counter-story challenges existing deficit master-narratives about the mathematical ability of women of color. The article closes with a proposal for an anti-deficit method for studying the sense making of students of color.
• Adiredja, A. P., Bélanger-Rioux, R., & Zandieh, M. (2019).

  Everyday Examples About Basis From Students: An Anti-Deficit Approach in the Classroom

  . PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 30(5), 520-538. doi:10.1080/10511970.2019.1608609
• Adiredja, A., Belanger-Rioux, R., & Zandieh, M. (2020). Everyday examples about basis from students: An anti-deficit approach in the classroom. PRIMUS, 30(5), 520-538. doi:https://doi.org/10.1080/10511970.2019.1608609
• Zandieh, M., Adiredja, A. P., & Knapp, J. (2019).

  Exploring everyday examples to explain basis from eight German male graduate STEM students. 

  . ZDM Mathematics Education, 51, 1153–1167. doi:10.1007/s11858-019-01033-z
• Zandieh, M., Adiredja, A., & Knapp, J. (2019). Exploring Everyday Examples to Explain Basis: Insights into Student Understanding from Students in Germany. ZDM Mathematics Education.
• Adiredja, A. P., & Andrews-Larson, C. (2017).

  Taking the Sociopolitical Turn in Postsecondary Mathematics Education Research

  . International Journal for Research in Undergraduate Mathematics Education, 3(3), 444-465. doi:10.1007/s40753-017-0054-5
• Adiredja, A. P., & Andrews-Larson, C. (2017). Taking the sociopolitical turn in postsecondary mathematics education research. International Journal for Research in Undergraduate Mathematics Education, 3(3), 444-465.
• Karunakaran, S. S., & Adiredja, A. P. (2016). Dual Analyses Examining Proving Process: Grounded Theory and Knowledge Analysis.. International Group for the Psychology of Mathematics Education.

Proceedings Publications

• Adiredja, A. (2020). Mathematical limitations as opportunities for creativity: An anti-deficit perspective. In S. S. Karunakaran, Z. Reed, & A. Higgins (Eds.),. In Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education, 814-819.
• Adiredja, A. P. (2019, April).

  Synthesizing Community Cultural Wealth With STEM Communities of Practice for Students of Color

  . In American Educational Research Association (AERA) Annual Meeting.
• Adiredja, A., & Louie, N. (2019, January). An ecological perspective on the reproduction of deficit discourses in mathematics education.. In Mathematics Education in Society, In J. Subramanian (Ed.). Proceedings of the Tenth International Mathematics Education and Society Conference, Paper 63.
• Adiredja, A., & Zandieh, M. (2017, February). Using intuitive examples from women of color to reveal nuances about basis.. In (Eds.) A. Weinberg, C. Rasmussen, J. Rabin, M. Wawro, and S. Brown, Proceedings of the 20th Annual Conference on Research in Undergraduate Mathematics Education, 346-359.
• Adiredja, A. P., & Karunakaran, S. (2016, Nov). Dual analysis examining proving process: Grounded theory and knowledge analysis. In The 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1573-1580.
• Adiredja, A. P. (2015). Exploring Roles of Cognitive Studies in Equity: A Case for Knowledge in Pieces.. In Psychology of Mathematics Education North American Chapter (PME-NA) Annual Conference.
• Adiredja, A. P. (2015, Nov). Exploring roles of cognitive studies in equity: a case for knowledge in pieces.. In The 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, 1269-1276.

Presentations

• Adiredja, A. (2021, April). Deficit perspectives on students’ mathematical thinking and white supremacy. In N. Nishi (Organizer), Racism in Mathematics Education. Symposium conducted at the 2021 American Educational Research Association Annual [Virtual] Meeting.American Educational Research Association.
• Adiredja, A. (2021, April). One brick at a time: Dismantling structural inequities in math education with the anti-deficit perspective.. California State University at Long Beach Mathematics Department Colloquium. Long Beach, CA.: California State University at Long Beach.
• Adiredja, A. (2021, June). Deficit perspectives on students’ mathematical thinking and white supremacy. Ignite Presentation at the TODOS: Mathematics for All [Virtual] ConferenceTODOS Mathematics for All.
• Adiredja, A., & Rios, J. (2021, April). Culturally affirming engagement in undergraduate mathematics. In L. Leyva (Organizer), Equity Perspectives on Research in Undergraduate Teaching and Learning. Symposium conducted at the 2021 American Educational Research Association Annual [Virtual] MeetingAmerican Educational Research Association.
• Adiredja, A., & Zandieh, M. (2021, July). Creativity in linear algebra through interactions.. The 14th International Congress on Mathematics Education. Shanghai, China.: International Congress on Mathematics Education.
• Adiredja, A. (2020, January). Not Singing the Quadratic Formula. Mathematics Educator Appreciation Day (MEAD) Conference. Tucson, AZ: Center for Recruitment and Retention.
• Adiredja, A. (2020, June). Challenging deficit thinking about students and their thinking. Pedagogy Bootcamp. Tucson, AZ: The College of Veterinary Medicine at the University of Arizona.
• Adiredja, A. (2020, June). “Those who can’t do, teach”: Examining deficit narratives. Center for Recruitment and Retention Summer Institute. Tucson, AZ: Center for Recruitment and Retention, Mathematics Department, University of Arizona.
• Adiredja, A. (2020, October). An anti-deficit perspective on the mathematical thinking of minoritized students: From counter-narratives to creative thinking (Plenary). The 7th International [Virtual] Conference on Mathematics, Science, and Education 2020. Semarang, Indonesia: Faculty of Science and Natural Sciences of Universitas Negeri Semarang.
• Adiredja, A. (2020, October). Focusing on deficits in students’ mathematical work: A norm or a form of racism?. The Arizona Mathematical Association of Two-Year Colleges (ArizMATYC) [Virtual] Conference. Phoenix, AZ: The Arizona Mathematical Association of Two-Year Colleges.
• Adiredja, A. (2020, Spring). Focusing on deficits in students’ mathematical work: A norm or a form of racism? (Plenary). The Third Annual Mathematics Equity in Southern California (MESCal) Unconference on Equity and Inclusivity in the Mathematical Sciences. Pomona, CA: Mathematics Equity in Southern California.
• Adiredja, A. (2020, Spring). “Those who can’t do, teach”: Examining deficit narratives.. Mathematics Educator Appreciation Day (MEAD) Conference. Tucson, AZ.
• Adiredja, A., & Zandieh, M. (2020, Spring). Mathematical limitations as opportunities for creativity: An anti-deficit perspective. The 23rd Annual Conference on Research in Undergraduate Mathematics Education. Boston, MA: Mathematical Association of America.
• Adiredja, A. (2019, April). An Anti-deficit Framework for Mathematical Sense-making by Women of Color. Annual Conference of the American Educational Research Association (AERA). Toronto, Canada: AERA.
  More info

  This paper is presented as part of a symposium organized by Luis Leyva, titled "Exploring Equity in Undergraduate Mathematics Education through Different Dimensions of Historically Marginalized Students’ Experiences"
• Adiredja, A. (2019, April). Critical perspectives and Knowledge in Pieces (KiP) Paper Session Organizer. Annual Conference of the American Educational Research Association (AERA). Toronto, Canada.
• Adiredja, A., & Louie, N. (2019, January). An ecological perspective on the reproduction of deficit discourses in mathematics education. Mathematics Education and Society. Hyderabad, India: Mathematics Education and Society.
• Adiredja, A., & Rios, J. (2019, April). Synthesizing Community Cultural Wealth with STEM Communities of Practice for Students of Color. Annual Conference of the American Educational Research Association (AERA). Toronto, Canada: AERA.
• Yeh, C., Louie, N., Kokka, K., Jong, C., Eli, J., Chao, T., & Adiredja, A. (2019, April). Growing Against the Grain: Counterstories of Asian American Mathematics Education Scholars. Annual Conference of the American Educational Research Association (AERA). Toronto, Canada: AERA.
• Adiredja, A. (2018, January). Social justice and teaching in undergraduate mathematics. Joint Mathematics Meetings/ MAA Project NExT session on incorporating social justice projects into the college mathematics curriculum. San Diego, CA: AMS/MAA.
• Adiredja, A. (2018, November). Developing counter-narratives through anti-deficit teaching. National Math Summit and American Mathematical Association of Two-Year Colleges (AMATYC) Conference. Orlando, Florida: AMATYC.
• Adiredja, A. (2018, October). Constructing and analyzing everyday examples about basis: An anti-deficit approach in teaching. American Mathematical Society Sectional Meeting. San Francisco: American Mathematical Society.
• Adiredja, A., & Franco, M. (2018, February). Impact of critical conversations about race and gender in a calculus workshop on student success. Critical Issues in Mathematics Education (CIME) Conference. Berkeley, CA: The Mathematical Research Institute (MSRI).
• Adiredja, A., & Zandieh, M. (2018, January). Resources from women of color to understand basis: A counter-narrative.. Joint Math Meetings/ MAA Invited Paper Session on Research in Undergraduate Mathematics Education: Highlights from the 2017 Annual SIGMAA on RUME Conference. San Diego, CA: AMS/MAA.
• Adiredja, A., Leyva, L., & Mendoza, J. (2018, February). Impacts of peer mentorship in a calculus workshop on the mentors’ identities and academic experiences in undergraduate STEM. Annual Conference on Research in Undergraduate Mathematics Education. San Diego: Mathematics Association of America.
• Adiredja, A., Leyva, L., & Mendoza, J. (2018, February). Impacts of peer mentorship in a calculus workshop on the mentors’ identities and academic experiences in undergraduate STEM. The 21st Annual Conference on Research in Undergraduate Mathematics Education. San Diego, CA: The Special Interest Group of the Mathematical Association of America (SIGMAA) on Research for Undergraduate Mathematics Education (RUME).
• Adiredja, A. (2017, March). Considering Equity in Undergraduate Mathematics. Department Colloquium. San Francisco, CA: San Francisco State University.
• Adiredja, A. (2017, March). Intersection of Power and Cognition in Undergraduate Mathematics. Mathematical Sciences Research Institute (MSRI) Critical Issues in Mathematics Education (CIME) 2017. Berkeley, CA: Mathematical Sciences Research Institute (MSRI).
• Adiredja, A., & Zandieh, M. (2017, February). Using women of color’s intuitive examples to reveal nuances about basis. Conference for Research in Undergraduate Mathematics Education. San Diego: Mathematical Association of America.
• Adiredja, A., Schumacher, C., & Washington, T. (2017, July). IBL diversity: Yesterday, today, and tomorrow. MathFest/ Panelist at the Inquiry Based Learning (IBL) Mini Conference. Conference: Chicago, IL.: Mathematical Association of America.
• Adiredja, A. P. (2016, Jan). Using the pancake story to make sense of the epsilon delta definition.. Joint Mathematics Meetings. Seattle, WA: Mathematical Association of America.
• Adiredja, A. P., & Karunakaran, S. (2016, Nov). Dual analysis examining proving process: Grounded theory and knowledge analysis. The 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Tucson, AZ: University of Arizona.
• Adiredja, A. P. (2015, Nov). Exploring roles of cognitive studies in equity: a case for knowledge in pieces. The 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. East Lansing, MI: Michigan State University.

Poster Presentations

• Louie, N., Jessup, N., & Adiredja, A. (2021, April). Reframing students, math, and interactions for anti-deficit noticing. In M. T. Kisa, & E. van Es (Organizers), L. Leyva (Organizer), Conceptualizing Teacher Noticing in Research on Teaching and Teacher Learning. Structured poster session conducted at the 2021 American Educational Research Association Annual [Virtual] Meeting.American Educational Research Association.
• Knapp, J., Zandieh, M., & Adiredja, A. (2018, February). Using Everyday Examples to Understand the Concept of Basis. Annual Conference on Research in Undergraduate Mathematics Education. San Diego: Mathematical Association of America.