Close the gender gap in mathematics. Acquire tools, tips, short exercises, and reflection questions that will help you understand the math and gender stereotypes impacting girls’ education and eliminate gender bias through effective elementary school math instruction.
- Understand the environmental barriers and gender stereotypes that create gender differences in mathematics performance and prevent many girls from learning mathematics at high levels.
- Learn how to foster a safe learning environment that encourages girls to take risks when they learn math.
- Focus on the mathematics gender achievement gap through three lenses: (1) perceptions, (2) possibilities, and (3) priorities.
- Apply the tasks, questions, and evidence (TQE) process to successfully plan and implement inclusive lessons that engage all students.
- Watch short videos of girls engaging meaningfully in mathematics learning.
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Table of Contents
Chapter 1: Mathematics Gender Achievement Gap
Chapter 2: Perceptions About Girls in Mathematics
Chapter 3: Possibilities for Girls in Mathematics
Chapter 4: Priorities for Teaching Girls Mathematics
Epilogue: Encouragement for Girls in Mathematics
- Figure 1.1: Educator Recollections of What’s Said About Girls in Mathematics
- Figure 1.2: Educator Reflection on the Gender Gap in Mathematics Learning
- Activity to Practice Identifying Beliefs, Biases, Perceptions, and Stereotypes
- Answer Key for Activity to Practice Identifying Beliefs, Biases, Perceptions, and Stereotypes
- Figure 2.2: Educator Reflections on Their Perceptions of Girls’ Ability to Learn Mathematics
- Table 2.1: Interpretations of Research on Gender Differences in Mathematics Performance
- Figure 3.2: Educators Reflect on Mathematics Teaching Practices, Tools, and Programs
- Figure 3.3: Guiding Questions
- Figure 3.12: Four Additional Teaching Strategies for Honoring Diverse Ways of Doing Mathematics
- Figure 3.13: Sample Discourse Card Questions and Sentence Starters
- Figure 3.14: Creating a Mathematics Toolbox
- Figure 3.15: Sample Assessing Questions
- Figure 3.16: Sample Advancing Questions
- Figure 3.17: Formative Assessment Observation Tool
- Figure 3.18: Teacher Reflection on Girls They Teach
- Figure 3.19: Sample Student Interest Survey
- Figure 3.20: Tool for Modeling of Mathematical Power
- Figure 3.21: Teacher Self-Reflection Tool for Conveying Expectations
- Figure 4.1: Considering the Impact of Feeling Like an Outsider
- Figure 4.7: Belief Statements About Mathematics Teaching and Learning
- Figure 4.8: Questionnaire for Revisiting Your Perceptions About Teaching Mathematics to Girls
- Figure E.2: Sample Teacher Letter of Encouragement to Girls
- Figure E.3: Sample Teacher Affirmation Letter
- Figure E.4: One Hundred Mathematics Affirmations for Students
- Figure E.5: Pick-a-Word Student Activity Options
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- Dixon, J. K., Nolan, E. C., Adams, T. L., Tobias, J. M., & Barmoha, G. (2016). Making Sense of Mathematics for Teaching Grades 3–5. Bloomington, IN: Solution Tree Press.
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- Kanold, T. D. (Ed.). (2012). Common Core Mathematics in a PLC at Work, Grades K–2. Bloomington, IN: Solution Tree Press.
- Nolan, E. C., Dixon, J. K., Roy, G. J., & Andreasen, J. B. (2016). Making Sense of Mathematics for Teaching Grades 6–8. Bloomington, IN: Solution Tree Press.
- Nolan, E. C., Dixon, J. K., Safi, F., & Haciomeroglu, E. S. (2016). Making Sense of Mathematics for Teaching High School. Bloomington, IN: Solution Tree Press.