Time Magazine- The Myth of the Math Gender Gap

I was doing a little research about boys versus girls in Math and I came across an article posted in Time Magazine, that I obtained on-line.

The article was written by Alice Park on July 24th, 2008. The article was based on a report by researchers at University of Wisconsin, University of California,  and Berkeley. The research focused on trying to change the long-held view that girls are not as good in Math as boys. They collected data to help them prove that the gender gap has turned into a myth.

The research looked at the math score and the fact that these score often are the basis for the comparison however in today's world more girls are taking math courses, as in the past girls stopped taking math courses and never learned the skills that were presented to all students on standardized tests.

(Of course in Math today, all students require so many credits in order to graduate!!)

Even though the gap is closing and more girls are taking math courses, doing well in math tests, and are taking on roles in Math based occupations (Engineering, trades...) "the stereotype that boys are better at math is alive and strong" (Janet Hyde- psychologist at University of Wisconsin) "parents still believe it, and teachers still believe it".

Unless we change our views ad help change those of others, we are setting our girls up for failure in Mathematics!!!

Lots to think about, especially how we have to change our views to help our students succeed!

Angela

Park, A. (2008). The Myth of the Math Gender Gap, Time. Retrieved on November 21, 2011 from http://www.time.com/time/printout/0,8816,1826399,00.html

Math-Talk Strategies!

I found an interesting article by Dr. Catherine D. Bruce of Trent University. In the article she speaks about the importance of Math-Talk and how it is a foundation to understanding students knowledge and achievement. In the article she lists 5 strategies that encourage high-quality student interaction:

1- The use of rich math tasks (having multiple answers increasing opportunities to justify answers)
2- Justification of solutions
3- Students questioning each other
4- Use of wait time (students need time to think!)
5- Use of guidelines for math-talk
         * taken from article

As teachers we are constantly being faced with the lack of time and the pressure of curriculum demands, these strategies suggested take time, however; I have used group problem solving with rich math tasks and the amount of math achieved in the activity goes beyond what a lecture or traditional math class can bring to the students.  Something I will do periodically in my class of course it takes time and the curriculum doesn't always allow for the time!

Angela

Bruces, Dr. Catherine D. What works? Research into Practice- Student Interaction in the Math Classroom: Stealing Ideas of Building Understanding. January 2007. The Literacy and Numeracy Secretariant Ontario, Canada.

Classroom Experience on Making Connections!

I have to share my classroom experience that I had in my Math classroom today. I was working on decimals and reviewing rounding decials to the nearest whole number, tenth, and hundredth. I put a number on the board, and the underneath I put a blank number line. The students just sat there and looked at me as if I was loosing my mind. I then took the decimal and said it was a lenth of fabric that I needed to make a article of clothing. I asked them what I should ask for at the counter. The students seemed to be more interested in the task and were able to see the purpose of the question.

I then talked about the importance of rounding and how if we rounded $13.29995 to $13.29 instead of $13.30 and if 1million people did this once there would be a loss of  $10 000. There eyes lit up they were shocked. They wanted me to look at 10 million then 1 billion. I had them hooked! It was because I had made a connection!!!

As my grade 5 curriculum guide states- "Learning mathematics within contexts and making connections relevant to learners can validate past experiences and increase student willingness to participate and be actively engaged."
Angela

Quote taken from:http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/mathematics/gr5_math_guide.pdf pg14

Research on Student's Communicating Math

I have come across and article by Lisa Anne De Garcia titled How to Get Students Talking! Generating Math Talk That Supports Math Learning.

 In this article she speaks about how teaching  can help promote math talk in partners, small groups and whole group to help develop confident problem solvers.

She makes reference to five teaching practices listed below:

Five Teaching Practices for Improving the Quality of Discourse in Mathematics

Classrooms

1) Talk moves that engage students in discourse,

2) The art of questioning,

3) Using student thinking to propel discussions,

4) Setting up a supportive environment, and

5) Orchestrating the discourse.

The article focuses on what a teacher can do to help improve students verbal communication and different strategies that can be used in the classroom to help students improve mathematical communication.

Check it out at http://www.mathsolutions.com/documents/How_to_Get_Students_Talking.pdf

Angela

Little Rant with future Research!

As of right now, this will be a little rant, and I plan on doing some research on retaining math concepts.  Today and yesterday just seemed to be so very frustrating, as I stand in front of the classroom and ask my students a variety of questions that focus on math concepts that we have been looking at for the past 3 weeks or so. The responses that I receive are nil!! I know a few get it, however; they are the quiet timid ones in the classroom. Where do I go from here?? How do I get them involved and interested in sharing their knowledge!! 

Off to the research I go!

Angela