Gender equity in middle school mathematics: Optimizing instructional strategies and classroom environments for female adolescents in 7th grade mathematics classes.

摘要

Gender differences in mathematics appear to have diminished over the last decade. However, the most telling indication of gender inequity remains in standardized testing, with scores often providing access to select colleges/universities and scholarship awards, and increase later career mobility. Furthermore, girls (and women) remain underrepresented in scientific and technological courses and careers. These conditions demonstrate the need for continued research and focus on gender equity from educators, researchers, parents, and policymakers. The purpose of this research was to identify instructional strategies and classroom learning environments that foster girls' participation and achievement in 7th grade mathematics. Specifically, the study examined classroom environmental and academic differences between groups of 7 th grade teachers and students that received an intervention designed to address gender equity, and groups that did not. Three of the five teachers selected for this study attended the intervention. Three conditions resulted: intervention teachers with intervention students, intervention teachers without intervention students, and a control group (no intervention teachers or students).; Both quantitative and qualitative research designs were used. Quantitative measures were collected from 148 students using two classroom environment scales: Classroom Environment Scale and the Individualised Classroom Environment Questionnaire. Students' 7th math grade point averages were also collected. Qualitative measures included 24 classroom observations using the K–12 Mathematics Teaching Practices Observation Form and teacher interviews.; Results indicated that the intervention group did not lead to a more positive classroom environment or higher levels of classroom participation. The control group reported more teacher support, greater involvement, and more personalization. Partial evidence also demonstrated that the intervention led to higher math grade point averages. No gender differences were reported.; Based on findings of this study, teachers should use fewer whole-class activities and emphasize inquiry/investigative-based learning experiences, focusing on problem solving and higher-level cognitive reasoning. Teachers should instruct students how to have substantive student-to-student interactions. In addition, teacher educators should address the variation of classroom management issues within the context of interventions. Longer interventions and ongoing support for teachers that focus on creating a gender-equitable classroom environment need to be considered by colleges of education and school districts.