Читать книгу Making Sense of Mathematics for Teaching Girls in Grades K - 5 - Thomasenia Lott Adams - Страница 8

Introduction

Juli K. Dixon, Edward C. Nolan, and Thomasenia Lott Adams conceptualized the Making Sense of Mathematics for Teaching books as a “response to requests from teachers, coaches, supervisors, and administrators who understand the need to know mathematics for teaching but who do not know how to reach a deeper level of content knowledge or support others to do so” (Dixon, Nolan, Adams, Brooks, & Howse, 2016, p. 1). These books provide “guidance for refining what it means to be a teacher of mathematics. To teach mathematics for depth means to facilitate instruction that empowers students to develop a deep understanding of mathematics” (Dixon, Nolan, Adams, Brooks, & Howse, 2016, pp. 1–2).

The positive reaction to this series has strengthened our commitment to this message and has fueled our goal of improving the teaching and learning of mathematics worldwide.

Every endeavor has its teachable moments, and what we have learned since the first Making Sense of Mathematics for Teaching book’s publication is that teachers, coaches, supervisors, and administrators also desire to learn more about teaching and learning mathematics to distinct populations of students, such as students with special needs and English learners. In fact, Making Sense of Mathematics for Teaching the Small Group (Dixon, Brooks, & Carli, 2019) is an example of our responsiveness to the specific interests and needs of teachers who desire information about effective practices for teaching mathematics to students in the pulled small group. The context for this book, Making Sense of Mathematics for Teaching Girls in Grades K–5, is also a response to those who called for focus on a distinct population of students of mathematics: girls.

Comparing boys and girls is a common phenomenon in various contexts in life, and so it is not surprising that questions about gender differences are present in discourse about schooling. We acknowledge that gender differences as presented in the research may arise socially, culturally, and in other experiences that interplay with gender identity. The interest in girls in the mathematics classroom emerges from long-term and ongoing results of education research and education testing that use gender as a variable to study the impact of classroom instruction on students’ learning and achievement (among other things) in mathematics. Questions that research and testing often ask are designed to describe possible differences in mathematics learning and achievement on the variable of gender to determine what leads to these differences, and to find ways to close any gaps on achievement present for the variable of gender. We in no way intend to discredit, dismiss, or disqualify any children and how they may identify regarding gender. We in no way attempt to address the complexities that might arise from gender identification. We definitely do not intend any offense toward any person. We offer our thoughts and ideas for the sole purpose of supporting all students to learn and succeed in mathematics.

Our general takeaway from countless discussions with colleagues in the field is that girls sometimes have less interest and focus in mathematics as they progress in school, especially when moving to middle and high school. We see assessment data at local levels concluding that girls’ achievement in mathematics is not what is desired and is not on the same level of achievement as boys. Colleen M. Ganley and Sarah Theule Lubienski (2016b) shed light on the importance of this matter:

Given that achievement is a consistent predictor of girls’ later interest and confidence in math, even after conditioning on current interest and confidence, [their] study suggests that small gender differences in early achievement could exacerbate later differences in interest and confidence. Thus, increasing girls’ achievement is critical for later achievement and math attitudes, and early math confidence and interest are also important. (p. 190)

This book is a response to teachers, coaches, supervisors, and administrators who seek support for addressing the needs of girls in the mathematics classroom in grades K–5. Our intent is to confront the challenge at the elementary level to serve as a stopgap for issues in the later grades and beyond.

Guiding Principles

We used several guiding principles to write this book. First, in no way do we support separating mathematics content by gender. Good mathematics is good mathematics. Good teaching of mathematics is good teaching of mathematics. A learner of mathematics is a learner of mathematics. There is not a body of mathematics for boys and a different set of mathematics for girls. Mathematics, in its entirety, is for everyone, and we believe that a deep understanding of mathematics is a valuable asset. If you desire an opportunity to make sense of mathematics for teaching, we refer you to the Making Sense of Mathematics for Teaching grade-band books (Dixon, Nolan, Adams, Brooks, & Howse, 2016; Dixon, Nolan, Adams, Tobias, & Barmoha, 2016; Nolan, Dixon, Roy, & Andreasen, 2016; Nolan, Dixon, Safi, & Haciomeroglu, 2016) of interest, in which the authors address mathematics content and mathematical pedagogy in great detail. Our aim in Making Sense of Mathematics for Teaching Girls in Grades K–5 is to follow up the series with a spotlight on particular perspectives and instructional moves that give space to girls to support their learning and achievement of mathematics.

Secondly, in the course of applying the ideas we present, we encourage you to include all students in your classroom. In no way do we want to say that our ideas are for girls only! By all means, apply any ideas from this book with any students you teach. Our greatest reward is for all students to succeed in mathematics. However, in sharing this book and its focus with you, we are only asking that you take the time to think about the ways you can make engaging girls in mathematics a better and more positive experience. We want girls to have an opportunity to overcome challenges to learning mathematics that are often present when gender (among other considerations) is a factor.

Finally, while we want to inform you about the mathematics gender achievement gap data on the variable of gender, we also want to position you to think deeply about your own and others’ perceptions about girls in mathematics. We follow this course because so much of what transpires for girls in mathematics is not data-driven but perception-driven. We hope this book will be a catalyst for how we think about girls in mathematics, because how we think influences how we behave and how we interact with others.

Mathematics Gender Achievement Gap

The foundation for our discussion is the gender achievement gap because this is a construct that most often drives discourse about girls and boys in mathematics. Here are two important questions: (1) Does there presently exist a mathematics achievement gap between girls and boys? and (2) If so, which gender has the highest achievement? Well, it depends! It depends on other variables (for instance, race, socioeconomics, and so on) and the subsequent data that are under consideration. We will revisit this topic more carefully in chapter 1.

We approach the focus on the mathematics gender achievement gap by using three lenses: (1) perceptions, (2) possibilities, and (3) priorities. We now offer clarity on these terms and how we will use them throughout the book.

Perceptions

Perceptions refer to beliefs, biases, and stereotypes that individuals hold. You will read about perceptions in terms of how girls perceive themselves as learners of mathematics, and you will also read about the perceptions of others, such as teachers. We encourage you to consider the important role that perceptions play in impacting girls and their relationship with mathematics. Our position is that perceptions play a key role in girls’ experiences in mathematics because teachers’ and girls’ attitudes, perspectives, and thoughts about and toward one another are present during these interactions.

Possibilities

We use the term possibilities to describe actionable activities and behaviors that educators can implement to have a potentially positive impact on girls as learners of mathematics. For example, possibilities in classrooms and schools will involve instructional activities that teachers and coaches can immediately put into action with the students in their classrooms. In many cases, the possibilities this book offers also have an impact on the perceptions of and about girls in mathematics. For specific mathematics tasks and lessons, we refer you to the Making Sense of Mathematics for Teaching grade-band books or mathematics subject of interest. For this book, our focus is on how to ensure girls receive the attention they need to support their engagement in mathematics. Another reason we use possibilities is that we do not want to limit you in the strategies and mindsets you might apply to support girls in mathematics. We realize there may be many factors that you must consider given your local context. We simply ask that you join us in thinking about and doing what’s possible to help girls succeed in mathematics.

Priorities

We propose that there are priorities around such matters as structures, policies, and systems that impact the access to and quality of mathematical learning experiences for girls. We suggest several priorities that should be present in decision making regarding teaching and learning mathematics that influence the mathematics experiences of girls. These priorities are intended to support classroom experiences that empower students to learn mathematics. Priorities could be relevant to teachers, coaches, school leaders, and district leaders as they make decisions that impact students’ learning of mathematics. It is our hope that the discussion of priorities will have an impact on what’s possible and the perceptions that relate to mathematics experiences for girls.

Audience

We wrote this book particularly for teachers, coaches, supervisors, and administrators who regularly influence the mathematics learning experiences of girls in grades K–5, either directly or indirectly. If you are a teacher who is preparing to teach or currently teaching mathematics, we hope that you will read this book with your students in mind and look for opportunities to expand your own teaching practices to strengthen the mathematics experiences of all your students, but specifically girls. If you are in a coaching, supervising, or administrative role, we hope that you will read this book with your teachers in mind as you consider how you can support them and positively impact instructional change in mathematics. Consider the ways that you might use your role and strategies you learn from this book to directly improve mathematics learning experiences for all students, and particularly girls.

What This Book Offers

We organized the book so that the information we share helps you build knowledge that is helpful for supporting girls in mathematics. Its four chapters answer four questions, respectively.

1. What do educators know (or think they know) about girls learning mathematics?

2. Why do perceptions about mathematics and girls learning mathematics matter—whether these are perceptions teachers, girls, or others hold?

3. What possibilities of actions and activities might promote girls’ success in mathematics?

4. How might priorities support and strengthen girls’ experiences as learners of mathematics?

Chapter 1 digs into what educators, particularly mathematics teachers, coaches, and administrators, know (or think they know) about mathematics teaching and learning practices for girls. It sets the stage, providing a foundation on the mathematics gender achievement gap and highlighting the contributors to this gap. Chapters 2 and 3 focus on perceptions and possibilities; specifically, chapter 2 explores the question of why teachers’, girls’, and other parties’ perceptions about girls learning mathematics matter. Chapter 3 informs readers of the possibilities (actionable activities and behaviors) that might promote girls’ success in mathematics. In chapters 2 and 3, we discuss issues across three contexts: (1) the classroom, (2) the school and district, and (3) the school-home connection. In chapter 2, we unpack the topic by identifying a relevant framework, norms, and impacts. Approaching the topics in this manner allows you to consider the various ways that these contexts impact girls’ mathematics learning. It also allows you to focus on the parts of this book that are most relevant to you based on your role and relationship with girls in mathematics. Chapter 3 also discusses planning for positive practices for girls studying mathematics within the context of the classroom, the school and district, and the school-home connection. Chapter 3 includes videos to provide a window into classrooms where girls are active and engaged participants, where girls are challenged to learn, and where girls benefit from mathematics instruction that is designed for students to develop conceptual understanding of mathematics. While both boys and girls are present in the classroom videos, our focus is on observing the girls to learn more about how girls can engage in mathematics confidently and successfully. The play button symbol (figure I.1) indicates that an online video depicting mathematics instruction is available for you to watch. You can find the videos either by scanning the adjacent QR code or by following the provided URL. In chapter 4, we present a variety of priorities that will help you position yourself as an advocate for girls in mathematics. You’ll gain tools to strengthen girls’ experiences as learners of mathematics. The epilogue offers motivation and affirmation that you can use to further support girls in having positive experiences with and in mathematics.

Figure I.1: Play button symbol.

We also incorporate a variety of pedagogical features throughout the book to help clarify our ideas. For example, each chapter includes reflections from teachers, parents, or students to help you reflect on your own thinking and connect more personally with the book and to others who might be reading and discussing the book with you. There’s also opportunity for you to reflect on the chapter’s theme before diving into its content. We invite you to use these reflections as conversation starters with other teachers, coaches, supervisors, and administrators who engage you in conversation about girls in mathematics. Other pedagogical features include:

■ Do Now—As you read, you will notice figures called Do now, which instruct you to respond to questions, prompts, or both in relation to the content. These figures are opportunities to improve your reading experience, increase your takeaways from reading, and kick-start team discussion of student experiences in mathematics. See figure I.2 for the Do now symbol.

Figure I.2: Do now symbol.

■ Take Action—Each chapter includes figures with concrete actions that you can implement based on your role to make a difference in girls’ mathematics learning experiences. Of course, you may modify these actions to better fit for your context and concern. This is a place where you can consider possibilities.

■ Reflections—End-of-chapter reflection questions help you personally reflect on what you have read and how it aligns to your own personal perceptions, possibilities, and priorities. Use these questions to challenge yourself.

■ Further Reading—Finally, in each chapter we recommend research and data to the extent that you will be informed but not overwhelmed. You can use these suggested articles and books to gain more insight from the field. Go online to go.SolutionTree.com/mathematics to find these compiled into a single reproducible document.

We developed this book to provide a lens into girls learning mathematics. As you read through it, take time to truly reflect upon the ideas we present. Consider how you will make changes to your instruction and interactions with all students in your classroom as you consider equity across gender. The key is understanding that this will be a process that will improve over time. Allow yourself the opportunity and the freedom to grow and develop as an educator. Be patient and know that over time you will transform as an educator and most importantly the girls you serve in your respective environments will have transformational mathematics experiences. To begin this journey, let’s first explore the mathematics gender achievement gap.