Making Sense of Mathematics for Teaching Girls in Grades K - 5 - Thomasenia Lott Adams

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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.

      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.

      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.

      ■ 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.

       CHAPTER 1

      Mathematics Gender Achievement Gap

      Some things will drop out of the public eye and will go away, but there will always be science, engineering, and technology. And there will always, always be mathematics.

      —Katherine Johnson, Mathematician and Recipient of the Presidential Medal of Freedom

      What do educators know (or think they know) about girls learning mathematics? This chapter will address this question through the primary lens of the much-talked-about mathematics gender achievement gap. We will also begin discussion about the influence of teachers on girls’ learning mathematics and deepen our discussions on what we mean by perceptions, possibilities, and priorities.

      First, however, start this journey by considering what some are saying about girls in mathematics. Perhaps you can recollect statements from conversations with friends and family, from the media, or unsolicited from strangers who learn that you are involved with the teaching and learning of mathematics. Complete the chart in figure

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