presently exist a mathematics achievement gap between girls and boys? and (2) If so, which gender has the highest achievement? Well, it depends! It depends on other variables (for instance, race, socioeconomics, and so on) and the subsequent data that are under consideration. We will revisit this topic more carefully in chapter 1.
We approach the focus on the mathematics gender achievement gap by using three lenses: (1) perceptions, (2) possibilities, and (3) priorities. We now offer clarity on these terms and how we will use them throughout the book.
Perceptions
Perceptions refer to beliefs, biases, and stereotypes that individuals hold. You will read about perceptions in terms of how girls perceive themselves as learners of mathematics, and you will also read about the perceptions of others, such as teachers. We encourage you to consider the important role that perceptions play in impacting girls and their relationship with mathematics. Our position is that perceptions play a key role in girls’ experiences in mathematics because teachers’ and girls’ attitudes, perspectives, and thoughts about and toward one another are present during these interactions.
Possibilities
We use the term possibilities to describe actionable activities and behaviors that educators can implement to have a potentially positive impact on girls as learners of mathematics. For example, possibilities in classrooms and schools will involve instructional activities that teachers and coaches can immediately put into action with the students in their classrooms. In many cases, the possibilities this book offers also have an impact on the perceptions of and about girls in mathematics. For specific mathematics tasks and lessons, we refer you to the Making Sense of Mathematics for Teaching grade-band books or mathematics subject of interest. For this book, our focus is on how to ensure girls receive the attention they need to support their engagement in mathematics. Another reason we use possibilities is that we do not want to limit you in the strategies and mindsets you might apply to support girls in mathematics. We realize there may be many factors that you must consider given your local context. We simply ask that you join us in thinking about and doing what’s possible to help girls succeed in mathematics.
Priorities
We propose that there are priorities around such matters as structures, policies, and systems that impact the access to and quality of mathematical learning experiences for girls. We suggest several priorities that should be present in decision making regarding teaching and learning mathematics that influence the mathematics experiences of girls. These priorities are intended to support classroom experiences that empower students to learn mathematics. Priorities could be relevant to teachers, coaches, school leaders, and district leaders as they make decisions that impact students’ learning of mathematics. It is our hope that the discussion of priorities will have an impact on what’s possible and the perceptions that relate to mathematics experiences for girls.
Audience
We wrote this book particularly for teachers, coaches, supervisors, and administrators who regularly influence the mathematics learning experiences of girls in grades K–5, either directly or indirectly. If you are a teacher who is preparing to teach or currently teaching mathematics, we hope that you will read this book with your students in mind and look for opportunities to expand your own teaching practices to strengthen the mathematics experiences of all your students, but specifically girls. If 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.
What This Book Offers
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.
Figure I.1: Play button symbol.
We also incorporate a variety of pedagogical features throughout the book to help clarify our ideas. For example, each chapter includes
