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In this paper, we utilize duoethnography -- a research method in which practitioners discursively interrogate the relationships between culture, context, and the mechanisms which shape individual autobiographical experiences -- to explore what may be beyond ethics in the context of data science. Although ethical frameworks have the ability to reflect cultural priorities, a singular view of ethics, as we explore, often fails to speak to the multiple and diverse priorities held both within and across institutional spaces. To that end, this paper explores multiple perspectives, epistemologies, and worldviews that can collectively push researchers towards considerations of a data science education that is equity-minded both in concept and practice. Through a set of dialogues which examine our positionalities, journeys, ethics, local cultures, and accountabilities, this paper explores the contextual realities rooted in the authors' educational settings. These conversations focus on the humanity of our students, the communities from which we come from and serve, as well as the unintentional harms and possibilities associated with the development of data science programs across institutional types. We take a set of five core questions to examine how we made, and continue to make, sense of our diverse cultural perspectives on data science education and equity with/in relation to others' realities. Broadly, this paper seeks to offer reflections on the related but differing functions of ethics and equity in data science education. [ABSTRACT FROM AUTHOR]

In 2014 Luke Wolcott created the User's Guide Project, in which a group of algebraic topologists came together to write user's guides to coincide with their research papers in hopes of making their research more accessible. We examine the role of this innovative project within the greater mathematics community. We discuss the structure and history of the project, its impact on the community, and its value to the participants of the project. We end by encouraging the math community to recognize the value of the project and expand the User's Guide Project to other subfields. [ABSTRACT FROM AUTHOR]

Not everyone is a great artist, but we don't often hear, "I dislike art." Most people are able to appreciate visual arts, music and sports, without necessarily excelling in it themselves. On the other hand, the phrase "I dislike math" is widely prevalent. This is especially ironic in our current society, where mathematics affects our day-to-day activities in essential ways such as e-commerce and e-mail. This paper describes the opportunity to popularize mathematics by focusing on its fun and creative aspects, and illustrates this opportunity through a brief discussion of interdisciplinary topics that expose the beauty, elegance and value of mathematics within and beyond the typical K-16 curriculum. We share practical outreach methods inspired by real mathematics, and our experience with a liberal-arts 'math for poets' course which aims to develop math appreciation without losing its rigor or depth. While many of us are not comfortable doing live performances or making fancy videos, we all can use these methods to encourage a more positive mindset about mathematics in our communities. [ABSTRACT FROM AUTHOR]

Learning communities can be an effective means of engaging university students across disciplines. Games have always been a source of both enjoyment and interesting mathematics. Based on our own interest in games, and the deep, strategic discussions we found ourselves having with students when we played games with them, we decided to design a learning community around the mathematics of games. We hoped in particular that such a community could be a great pathway to introducing mathematical thinking to students not majoring in mathematics, and that they would gain a greater appreciation for our field. In this paper, we describe our Math Games Seminar learning community, from its origins in 2016, to its organization and to its impact on our students through the years. [ABSTRACT FROM AUTHOR]

This article proposes to study the plight of women in conict zones through the lens of social network analysis. We endorse the novel idea of building a social network within troubled regions to assist in understanding the structure of women's communities and identifying key individuals and groups that will help rebuild and empower the lives of women. Our main argument is that we can better understand the complexity of a society with quantitative measures using a network analysis approach. Given the foundation of this paper, one can develop a model that will represent the connections between women in these communities. This model can then support work aiming to help women in zones of conict. [ABSTRACT FROM AUTHOR]

Erlwanger [18] shook the mathematics education world when he introduced Benny, a student who successfully worked through a behavioristic curriculum. Erlwanger showed how far removed Benny's understanding of mathematics was from expectations. Erlwanger's legacy is the basis for this comparative case study which explores students' actions in the modern, in-class computer-centered emporium classroom. Many striking similarities are found between Pearson's My- MathLabs (MML) and Benny's Individually Prescribed Instruction curriculum. In this case study we meet Barbara, a student who succeeds in MML but shows little understanding of mathematical concepts and demonstrates that the legacy of Benny is his continued appearance in our current students. However, what differentiates Benny and Barbara is more than time; it's the inequities resulting from imposing a pedagogy with well-known problematic characteristics to developmental mathematics students. Most of these developmental students are members of marginalized communities. As such, the social justice and ethical implications of using such a course structure are explored. [ABSTRACT FROM AUTHOR]