findings, there are two paths I would like to take in this inquiry going
Path 1 - Gathering Data
My next steps will be to systematically gather data in order to understand
gender equity at ASB. Does our school reflect current trends and gender
gaps in math? Is there a gender gap in MAP math scores across the
school? What is the percentage of girls and boys who are enrolled in
higher level math and sciences classes in the high school? What are the
statistics of girls and boys participating in STEM related Intersession
courses and activities at the Elementary School level? How many ASB girls
graduate from our school to pursue science or math related fields in
Path 2 - Designing Math Lessons
I will to use the information I have learned in this inquiry to impact my
teaching by designing lessons that include rich language based contexts
in my kindergarten class. I will focus instruction for girls on spatial
concepts and gauge the effectiveness of targeting spatial concept
instruction for girls. My goal is to measure the effectiveness of providing
a language based context to math learning for girls.
To develop girls’ self-concept and confidence in their math abilities, I will
design and implement lessons that foster a growth mindset approach to
learning math. The goal here will be to foster girls’ positive (and accurate)
self concepts and confidence in math.
Carr, M., & Davis, H. (2001). Gender differences in arithmetic strategy
use: A function of skill and preference. Contemporary educational
psychology, 26( 3), 330-347.
Casey, B., Erkut, S., Ceder, I., & Young, J. M. (2008). Use of a storytelling
context to improve girls' and boys' geometry skills in kindergarten.
Journal of Applied Developmental Psychology, 29( 1), 29-48.