ERIC Number: ED456575
Record Type: RIE
Publication Date: 2000
What Educators Need To Know about...Encouraging Talented Girls in Mathematics. Practitioners' Guide A0022.
Gavin, M. Katherine
This pamphlet discusses ways that teachers can make a positive difference in promoting confidence in mathematics in talented girls. It discusses the influence of gender bias and the need for teachers to believe that girls can do mathematics and do it very well. The benefits of cooperative learning versus competitive learning are addressed, as well as the need for teachers to recognize a variety of learning styles and capitalize on students' strengths. Alternative assessments including integrated performance tasks, journals, portfolios, and pictorial explanations are mentioned as valid ways of demonstrating understanding and allowing females to showcase their mathematical talent more effectively than they can on traditional tests. The importance of providing female role models who embody confidence in mathematics and have an affinity for the subject is stressed. A list of research facts is provided which indicate: teachers call on boys an average of eight times more than they call on girls, a gender gap exists in mathematics, there is a lack of females in physics and engineering fields, and there is a new gender gap in technology. (Contains 21 references, 18 resources on gender and mathematics, and contact information for 8 related organizations.) (CR)
Descriptors: Classroom Environment, Elementary Secondary Education, Evaluation Methods, Females, Gifted, Mathematics Achievement, Mathematics Instruction, Sex Bias, Student Evaluation, Teacher Attitudes, Teacher Expectations of Students, Teaching Methods
National Research Center on the Gifted and Talented, University of Connecticut, 2131 Hillside Rd., Unit 3007, Storrs, CT 06269-3007. Tel: 860-486-4676; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu/nrcgt.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on the Gifted and Talented, Storrs, CT.