ERIC Number: ED440950
Record Type: RIE
Publication Date: 1999-Mar-6
From Passivity to Proactivity: A White Female's Development of Participation and Attitude in Middle School Mathematics.
This paper reports on the interaction patterns of 12 6th-grade students who participated in a teacher research study on mathematical discourse, presenting data on teacher-student and student-student interaction patterns. It highlights how one white, female student's participation and attitudes changed from passive to less passive between 6th and 7th grade. The study occurred at a suburban Maryland elementary school. Data sources included field notes, lesson and unit plans, transcripts of videotaped lessons, audiotaped interviews of target students, student records, and student work samples. A classroom observation instrument obtained data from the videotapes, which were the primary data source. Data analysis indicated that the target student's mathematical achievement, participation level, and mathematics attitude improved dramatically by the end of 7th grade. Her interaction level and attitude were dependent upon teacher variables. Although many factors contributed to her development and achievement in 7th-grade mathematics, the teacher variable significantly influenced her academic achievement. She credited her success to learning to agree to disagree in 6th-grade mathematics. The results suggest that classroom environment can build girls' confidence in their ability to do mathematics. (Contains 18 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Ethnography in Education Research Forum (20th, Philadelphia, PA, March 6, 1999).