| Record Number |
19953 |
| ISBN |
9781945349782 (perfect bound) |
| Location |
372.7 ADA |
| Author |
Adams, Thomasenia Lott (author.). |
| Title |
Making sense of mathematics for teaching girls in grades K-5 / Thomasenia Lott Adams, Taylar B. Wenzel, Kristopher J. Childs, and Samantha R. Neff. |
| Published |
Bloomington, IN : Solution Tree Press, [2019] |
| Collation |
xii, 106 pages : illustrations ; 28cm. |
| Content types |
text |
| Carrier type |
volume |
| Bibliography Note |
Includes bibliographical references (pages 91-99) and index. |
| Contents Note |
Machine generated contents note: Guiding Principles -- Mathematics Gender Achievement Gap -- Perceptions -- Possibilities -- Priorities -- Audience -- What This Book Offers -- ch. 1 Mathematics Gender Achievement Gap -- Exploring the Mathematics Gender Achievement Gap -- Evidence Pointing to a Gender Gap in Mathematics -- Evidence Challenging a Gender Gap in Mathematics -- Considering the Impact of Teachers' Mindsets -- Conclusion -- ch. 2 Perceptions About Girls in Mathematics -- Tying Belief, Bias, and Stereotype to Perception -- Unearthing Perceptions About Girls in Mathematics -- The Classroom -- The School and District -- The School-Home Connection -- Conclusion -- ch. 3 Possibilities for Girls in Mathematics -- Honoring Diverse Ways of Doing Mathematics -- 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? -- |
| Contents note continued: How Does the Teacher Challenge the Girls to Think Critically About the Mathematics? -- Fostering Classroom Discourse -- 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 Hands-On Learning -- 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? -- Using Questioning to Boost Understanding -- 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? -- |
| Contents note continued: Using Formative Assessment -- 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? -- Considering Context for Tasks -- 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? -- Modeling of Mathematical Power -- 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? -- Conveying Teacher Expectations -- |
| Contents note continued: 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 -- ch. 4 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 -- Resources to Encourage Girls in Mathematics -- Conclusion. |
| Summary Note |
"Making Sense of Mathematics for Teaching Girls: Perceptions, Practices, and Priorities, the latest companion to the Making Sense of Mathematics for Teaching book, highlights the gender achievement gap in mathematics that is present in K-5 classrooms across the United States and uses research to offer readers practical steps to eliminate the inequity. Specifically, readers will examine how their, parents', and school and district leaderships' confidence as a learner of mathematics influences how girls view their ability to learn and retain mathematics knowledge. Authors Thomasenia Lott Adams, Taylar B. Wenzel, Kristopher J. Childs, and Samantha R. Neff offer recommendations to support the teaching and learning of mathematics for girls in the classroom, in the home, and across the district"-- |
| Subject |
Mathematics -- Study and teaching (Elementary) -- United States |
| Arithmetic -- Study and teaching (Elementary) -- United States |
| Girls -- Education -- United States |
| Sex differences in education -- United States |
| Mathematical ability -- Sex differences -- United States |
| Academic achievement -- United States |
| Added Name |
Wenzel, Taylar(Taylar B.),1981-, (author). |
| Childs, Kristopher(Kristopher J.),1982-, (author). |
| Neff, Samantha(Samantha R.), (author). |
