Close the gender gap in mathematics across K-5 classrooms. In Making Sense of Mathematics for Teaching Girls in Grades K-5, a team of acclaimed experts presents their research and recommendations for teaching math to girls in four succinct, results-focused chapters. Included are a variety of tools, tips, short exercises, and reflection questions, as well as videos demonstrating how real classroom teachers strengthen girls' experiences as learners of mathematics.
Use this book to better understand gender biases related to mathematics and improve girls' education:
- 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.
Contents:
About the Authors
Introduction
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
References and Resources
Index
Thomasenia Lott Adams, PhD, is an associate dean and professor of mathematics education in the College of Education at the University of Florida (UF). She has mentored many future teachers of mathematics and mathematics teacher educators and has served as a mathematics coach for grades K-12. She is the author of an elementary mathematics text series, academic books, and numerous peer-reviewed journal articles. She is a featured speaker in a variety of venues.
To learn more about Dr. Adams's work, visit dnamath.com and follow @TLAMath on Twitter.
Taylar B. Wenzel, EdD, is a faculty member in the College of Community Innovation and Education at the University of Central Florida, where she teaches undergraduate and graduate students. Her research focuses on the role of children's use of cognitive and metacognitive strategies across reading and mathematics contexts and the use of lesson study with preservice teachers.
Dr. Wenzel is well known for her professional development partnerships with urban schools and programs in the Orlando, Florida, area. At each site, she teaches model lessons, facilitates professional learning, conducts research, and supports instructional change. She is the cofounder of the UCF Enrichment Programs in Literacy and Mathematics, a collaboration with other faculty members, through which undergraduate and graduate students provide intervention to students in the Central Florida area.
To learn more about Dr. Wenzel's work, follow @taylar_wenzel on Twitter.
Kristopher J. Childs, PhD, is a mathematics educator focused on inspiring change through mathematics. His work centers on helping educators understand and teach mathematics effectively. Dr. Childs is actively researching the selection, implementation, and discourse of rich problem-solving tasks and teaching mathematics for social justice.
He has vast experience at the K-12 and postsecondary levels in teaching and leadership positions. His experiences have afforded him the opportunity to gain hands-on, practical application in a variety of educational settings, working with diverse student populations. He is committed to ensuring every student receives a high-quality mathematics education.
To learn more about Dr. Childs's work, visit KristopherChilds.com and follow @DrKChilds on Twitter.
Samantha R. Neff is an adjunct professor in early childhood education at the University of Central Florida. She has been a collaborative team member in Seminole County Public Schools for eighteen years, writing mathematics instructional plans and participating in grant studies on formative assessment in mathematics and cognitively guided instruction. She is presently an elementary mathematics instructional coach in a Title I school. She works with teachers, students, parents, and administrators to enhance the teaching, learning, and assessing of mathematics to improve student achievement. Focused on mathematical practices that promote critical thinking and reasoning in the classroom, she has organized and implemented a flourishing professional learning community. Prior to coaching, Samantha worked in K-5 classrooms for more than ten years. She is also a consultant specializing in building mathematical content knowledge and assessment.
To learn more about Samantha's work, follow @jasamneff on Twitter.
