Cultivating Educational Equity with a Culturally Inclusive Assignment in Trigonometry.

The article focuses on an educational equity initiative implemented by a mathematics instructor at the University of New Mexico (UNM) through the Center for Teaching and Learning's (CTL) Educational Equity Mini-Fellowship. The instructor developed an authentic and culturally inclusive assessment for a trigonometry course, where students create poster presentations featuring original word problems that connect mathematical concepts to their personal, campus, or New Mexico cultural backgrounds. The assignment emphasizes storytelling, creativity, and mathematical rigor, and was positively received by students, who reported increased engagement and cultural connection to the course material. This approach aims to foster equitable learning experiences by valuing students' diverse identities and making mathematics more relevant and inclusive.