Teaching Mathematics and Science from a Multicultural and Feminist Perspective

by John Kellermeier

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
The eurocentric and androcentric basis of traditional mathematics education should be addressed
The goal of mathematics education should be to prepare students to be critically mathematically literate citizens of their society and the world.
Mathematics education should begin with the ethnomathematical knowledge of the students to be taught.

Abraham & Bibby, 1988; Anderson, S., 1990; Borba, 1990; D'Ambrosio, 1990; Frankenstein, 1990, 1994; Joseph, 1987.

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.