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By John Kellermeier
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Student Attitudes Linked to Sex and Race
Differences in Mathematics Achievement
The five student attitudes
and beliefs that have the most consistent links with gender differences in mathematics
achievement are:
- Confidence
- Perceived usefulness of mathematics
- Perceived sex-role congruency of mathematics
- Fear of success
- Attribution style
Meyer & Koehler, 1990.
The single student attitude that has the most consistent link with race
related differences in mathematics is
- Perceived usefulness of mathematics
Reyes & Stanic, 1988.
The Common Thread of Successful Mathematics
Programs for Young People Is ...
Fun!
Campbell, 1986.
The political and cultural nature of
mathematics education must be recognized and addressed
Mathematics education should be seen not as the transmission of objective
value-free knowledge but as a social and political force within society
D'Ambrosio, 1990; Frankenstein, 1994.
The eurocentric and androcentric basis of traditional mathematics education
should be addressed
Anderson, S., 1990; Joseph, 1987.
The goal of mathematics education should be to prepare students to be
critically mathematically literate citizens of their society and the world.
Abraham & Bibby, 1988; D'Ambrosio, 1990b; Frankenstein, 1990.
Mathematics education should begin with the ethnomathematical knowledge
f the students to be taught.
Borba, 1990.
Specific pedagogical strategies should be
adopted to ...
... Get students involved in their own learning
Minimize lecture. Use small and large group discussions.
Use hands-on active learning experiences.
Use collaborative, co-operative group work. Encourage students to talk to each other.
Ayers-Nachamkin, 1992; Barnes & Coupland, 1990; Buerk, 1985;
Campbell, 1989; Isaacson, 1990; Kellermeier, 1995; Marr & Helme, 1990.
...Help students become independent learners
Minimize lecture. Use small and large group discussions.
Minimize lecture. Use small and large group discussions.
Recognize and value originality, independent and creative thinking.
Legitimate common sense knowledge and students abilities to create their own knowledge
Allow students to discover their own knowledge. Use an investigative open-ended approach.
Encourage questioning, creativity and the use of intuition.
Barnes & Coupland, 1990; Buerk, 1985; Isaacson, 1990.
...Show students the usefulness and cultural
relevance of mathematics
Use practical, real-life, relevant and nonstereotypic applications. Convey a
sense of the utility of mathematics.
Include a historical and multicultural perspective to show that mathematics is
human made and a universal human activity.
Have students generate projects, data and word problems from their own experiences.
Buerk, 1985; Campbell, 1989; Kellermeier, 1995.
...Strive for communication with students
Listen to what students have to say. Show students that you are listening.
Learn students’ first names and address them by their names.
Give students the opportunity to write about their ideas and feelings about mathematics.
Barnes & Coupland, 1990; Buerk, 1985; Kellermeier, 1995.
...create a community of learners
Create a relaxed, supportive, non-competitive atmosphere. Create the riskable classroom.
Provide successful experiences with mathematics.
Acknowledge differences between students. Recognize and address deficiencies.
Make it fun! And make it stimulating!
Ayers-Nachamkin, 1992; Campbell, 1989; Isaacson, 1990; Kellermeier, 1995;
Marr & Helme, 1990.
A model: How I teach statistics
Set the tone on the first day. Learn students first names.
Explain my approach to teaching mathematics.
Set high expectations. Require attendance. Give students a structured schedule
with readings and assigned problems outlined day by day for the entire semester.
Use an open discussion format. Reinforce students' contributions and give value
to attempts and expositions. Give extra credit for writing problems on the board regardless
of the correctness of solution.
Have students write weekly journals and give quick assessments at the end of every class.
Use word problems based on cultural diversity.
Model risk taking. Always keep a sense of humor.
And how students learn statistics
Develop a community of learners. Encourage students to work collaboratively
both in class and out of class. Encourage students to ask each other questions.
Provide the opportunity for success. Give take home quizzes. Give untimed exams
with student generated formula sheets. Give exam rebates.
Require a student generated project involving collection and analysis of data
using a draft and rewriting process.
References
- Abraham, J., & Bibby, N. (1988). Mathematics and Society: For
the Learning of Mathematics, 8,(2), 2-11.
- Anderson, S. (1990). Worldmath Curriculum: Fighting Eurocentrism in Mathematics.
Journal of Negro Education, 59(3), 348-359.
- Ayers-Nachamkin, B. (1992). A Feminist Approach to the Introductory Statistics Course.
Women’s Studies Quarterly, 1&2, 86-94.
- Barnes, M. & Coupland, M. (1990). Humanizing Calculus: A Case Study in
Curriculum Development, In L. Burton, (Ed). Gender and Mathematics: An
International Perspective (pp. 72-79). London: Cassell.
- Borba, M. (1990). Ethnomathematics and Education. For the Learning of Mathematics, 10(1), 39-43.
- Buerk, D. (1985). The Voices of Women Making Meaning in Mathematics.
Journal of Education, 167(3), 59-69.
- Campbell, P. (1986). What's a Nice Girl Like You Doing in a Math Class? Phi
Delta Kappan, 67(7), 516-520.
- Campbell, P. (1989). So What Do We Do with the Poor, Non-White Female?
Issues of Gender, Race, and Social Class in Mathematics and Equity.
Peabody Journal of Education, 66(2), 96-112.
- D’Ambrosio, U. (1990). The Role of Mathematics in Building a Democratic and
Just Society, For the Learning of Mathematics, 10(3), 20-23.
- Frankenstein, M. (1990). Incorporating Race, Gender, and Class Issues
into a Critical Mathematical Literacy Curriculum. Journal of Negro Education, 59(3), 336-347.
- Frankenstein, M. (1994). Understanding the Politics of Mathematical Knowledge
As an Integral Part of Becoming Critically Numerate. Radical Statistics, 56, 22-40.
- Joseph, G. (1987). Foundations of Eurocentrism in Mathematics. Race
and Class, 28(3), 13-28.
- Isaacson, Z. (1990). ‘They look at you in absolute horror’:
Women Writing and Talking about Mathematics. In L. Burton, (Ed). Gender and
Mathematics: An International Perspective (pp. 20-28). London: Cassell.
- Kellermeier, J. (1995). Feminist Pedagogy in Teaching General Education
Mathematics: Creating the Riskable Classroom. Manuscript.
- Marr, B. & Helme, S. (1990). Women and Maths in Australia: A
Confidence-building Experience for Teachers and Students. In L. Burton, (Ed). Gender
and Mathematics: An International Perspective (pp. 80-86). London: Cassell.
- Meyer, M. & Koehler, M. (1990). Internal Influences on Gender
Differences in Mathematics. In E. Fennema & G. Leder (Eds.), Mathematics and Gender
(pp. 60-95) New York: Teachers College Press.
- Reyes, L. & Stanic, G. (1988). Race, Sex, Socioeconomic Status, and
Mathematics. Journal for Research in Mathematics Education, 19(1) 26-43.