"You have twenty new books. You want to take three of them to read on your trip. How many different possibilities are there for which three you could take with you?".

This question is a classic example of a problem in Combinatorics, the domain of mathematics devoted to counting. Although the problem is fairly challenging, most people would agree that it is quite easy to understand. Like this example, many similar problems in Combinatorics can be stated in simple language, without the need for technical mathematics vocabulary or notation. This presentation will discuss a study devoted to understanding whether and how Combinatorics problems are accessible to students with varied demographic and linguistic backgrounds and proficiency levels in mathematics. The study combines quantitative and qualitative approaches to large-scale assessments and task-based interviews in which students work on selected problems.  

Bio: Fernando Carnauba is a doctoral candidate in Mathematics Education at Teachers College, Columbia University. He earned an MA in Economics at the University of São Paulo and an MA in Mathematics Education at Teachers College. Fernando currently works on deepening teacher education programs with a network of 20 Brazilian universities. In partnership with the Lemann Center at Stanford GSE, this network develops and offers professional development programs in Mathematics and Science to public school teachers in Brazil.