‘Good math student’ discourse: syllabi constructions and student reactions in undergraduate mathematics courses

Abstract Instructors' expectations of students are important factors for students' experiences and outcomes in undergraduate mathematics courses. Syllabi can provide a window into what instructors or departments expect of students and what behaviours they associate with success in the course. In this study, we used Foucault for our theoretical framework to conceptualize expectations as discourse and consider how power plays a role in syllabi messaging and discourse. Our analysis of 31 syllabi from 27 postsecondary institutions in the United States found that Good Math Students were portrayed as being responsible and committed to learning mathematics. Students who participated in focus groups agreed with the content of the discourse, yet criticized the tone and how the lack of specific information rendered the messaging useless and/or patronizing. Linear algebra and abstract algebra students were more critical of the discourse then Calculus I students. This study indicates that the Good Math Student Discourse of being responsible and committed is common across institutions and can be problematic. Our study has implications and recommendations for undergraduate mathematics instructors.