It is possible that teachers are also impacting girls’ views of themselves as
mathematicians. Researchers have that found that teachers tend to rate
girls math proficiencies as lower then those of boys (Robinson-Cimpian,
Lubienski, Ganley, and Copur-Gencturk, 2014). Girls’ beliefs in their math
abilities, their belief in their potential math achievement, their connection
to the subject as gender biased, and teachers’ beliefs in their math ability,
all have an impact on girls ability to achieve in mathematics. It is therefore
an imperative for teachers to work toward developing girls’ growth mindset
towards math and restructure math lessons away from procedural focuses
and towards social, communication-rich lessons.
Connecting to the Research
The goal of the prototype is to increase the spatial awareness of the
girls through lessons that incorporate a language context and focus on
strengthening spatial concepts through spatial relationship development.
In addition to regular class work, these lessons were implemented through
small group work 4 days per week. I also wanted to improve girls’ self-concept
of math abilities. So, I designed and implemented mini-lessons designed to
increase a growth mindset to support students in understanding that math
skills are not innate and can be a product of effort and engagement. These
lessons were whole class and took place in the mornings prior to regular
Sample Lesson Outline:
Mistakes Book: The Girl Who Never Made Mistakes by Mark Pett
dp/1402255446/ref=sr_ 1_ 1?ie=UTF8&qid=1478958486&sr= 8-1&keyword
What are mistakes?
Why do we make mistakes?