What Is the Evidence That the Girls Are Actively Engaged in Learning Mathematics?
How Does the Teacher Challenge the Girls to Think Critically About the Mathematics?
Conveying Teacher Expectations
What Actions Does the Teacher Take to Engage the Girls in Learning Mathematics?
What Is the Evidence That the Girls Are Actively Engaged in Learning Mathematics?
How Does the Teacher Challenge the Girls to Think Critically About the Mathematics?
Planning for Positive Practices for Girls Studying Mathematics
The Classroom
The School and District
The School-Home Connection
Conclusion
Priorities for Teaching Girls Mathematics
Equity
Making an Impact
Using the TQE Process as a Guide for Inclusiveness of All Students
Teacher Beliefs
Opportunity
Teacher Knowledge
Conclusion
Encouragement for Girls in Mathematics
Resources to Encourage Girls in Mathematics
Conclusion
About the Authors
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.
Dr. Adams is an associate editor for the National Council of Teachers of Mathematics’ (NCTM) journal, Mathematics Teacher: Learning and Teaching PreK–12. She previously served as editor for NCTM’s Mathematical Roots Department in Mathematics Teaching in the Middle School and coeditor for the Investigations Department of Teaching Children Mathematics. She was the Program Chair for the 2018 Annual Conference of NCTM. Her professional service also includes the roles of past president of the Florida Association of Mathematics Teacher Educators, past board member for the Association of Mathematics Teacher Educators, and past board member of the School Science and Mathematics Association. She is also a past recipient of the Mary L. Collins Teacher Educator of the Year Award from the Florida Association of Teacher Educators. Dr. Adams has engaged in many other high-impact mathematics education projects. She is a leader in Dixon Nolan Adams (DNA) Mathematics and the mathematics program officer for the University of Florida Lastinger Center for Learning.
Dr. Adams received a bachelor of science in mathematics from South Carolina State College and a master of education and doctorate of philosophy in instruction and curriculum with an emphasis in mathematics education from the University of Florida.
To learn more about Dr. Adams’s work, visit www.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.
Dr. Wenzel regularly presents her work at professional conferences and invited keynote addresses. She is a consultant for numerous school districts and education agencies and has published articles, book chapters, and professional development handbooks.
Dr. Wenzel earned bachelor’s and master’s degrees in elementary education with an emphasis in mathematics and science education from the University of Florida and a doctorate in curriculum and instruction from the University of Central Florida.
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.
Dr. Childs earned a bachelor of science degree in computer engineering from Florida Agricultural and Mechanical University. He completed a master of science degree in mathematics education at Nova Southeastern University and received a doctorate of philosophy in mathematics education from the University of Central Florida.
To learn more about Dr. Childs’s work, visit www.KristopherChilds.com and follow @DrKChilds on Twitter.
