Motivating Girls In Math Research Paper - School of …canstaci/Motivatinggirlsinmath.pdfMotivating...

Motivating Girls In Math

Candace S. Randolph

Education 587-630 Leadership in Middle Level Sciences

University of Pennsylvania

April 2008

[email protected]

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Abstract:

It is possible for a person’s own feelings and perception of society to impact how they will

approach educational studies in school? This paper will analyze responses of sixteen female

students in reference to survey questions. The surveys were administered electronically on a

computer. Internet caches were not saved; therefore, responses were anonymous. Responses to

the surveys were both quantitative and qualitative. The responses of the participants suggest that

there is a link between attitude and perception of education. That attitude can affect a student’s

academic performance.

Background:

I have been teaching math for seven years. During that time, I have encountered students that do

not realize the importance of math in their everyday life and how it will impact their lives in the

future. In the past, as a student, I struggled with math and never saw the grace in it until my

eleventh grade Geometry teacher commented on how great I was in math, and how I would make

a great math teacher. It was like a light went on in my head! I was good in math, and when I

encountered negative roadblocks in my education, I put my hiking boots on and climbed. Do my

students have that drive in them? Is there someone in there life that is standing behind them,

handing them their hiking boots? Are their people in their lives that have shown them the light?

Are my students encouraged at all?

This action research project will analyze participants’ responses to questions that will answer the

associate whether there is a link between how a student sees themselves and the world and how

they achieve in math.

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Literature Review:

The following literature review is arranged alphabetically. The sources were a guide in my development of the research question and methodology. I was able to use one research paper to validate my own research by using Gabrielle Kaiser-Messmer’s research questions. I was able to use these sources to get a scope of how research has been conducted and changed in the educational field since 1993. As gender roles are explored, and educational goals become a major focus of society researchers are able to investigate underlying factors in student achievement. Resources: Coates, G. (11/2007). Middle school girls in the mathematics classroom. Mathematics Teaching In The Middle School. 13 No.4, 234-236.

Evans, E.M., Schweingruber, H. Stevenson, H.W. (2002). Gender differences in interest and knowledge acquisition: the United States, Taiwan, and Japan. Sex Roles. 47, 3-4, 153-167.

Gadalla, T. (Ed.). (1999). A comparison of the factor structure of boys' and girls' responses to the timss mathematics attitude questionnaire. Montreal, Quebec, Canada: Ontario Institute for Studies in Education, University of Toronto.

Gewertz, C. (2006, November 28,). Getting down to the core. Education Week, 26 Issue 13, 26-29, Retrieved 11/3/2007, from http://www.edweek.org/ew/articles/2006/11/29/13hscurric.h26.html

Hall, R. An analysis of views of the nature of mathematics by gender. [email protected].

Halpern, D., Aronson, J., Reimer, N., Simpkins, S., Star, J., and Wentzel, K. (2007). Encouraging girls in math and science (NCER 2007-2003). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved form http://ncer.ed.gov.

Hannula, M. (2002). Attitude towards mathematics: emotions, expectations and values. Educational Studies in Mathematics. 49, 25-46.

Kaiser-Messmer, G. (1993). Results of an empirical study into gender differences in attitudes towards mathematics. Educational Studies in Mathematics. 25, No.3, 209-233.

Kim, Y., Flann, N., Wei, Q., Ko, Y., and Alla, S. MathGirls: Motivating girls to learn math through pedagogical agents. National Science Foundation Grant # GSE-051503.

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Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007) Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.

SchoolNet, Current student enrollment per nclb subgroups. Retrieved 4/5/2008, from

Tapia, M., Marsh, G. (2004). An instrument to measure mathematics attitudes.

Watts, J. (1995). Girls’ nominal participation in mathematics: A preliminary investigation. Queensland Researcher, 11(2), 1-8. http://education.curtin.edu.au/iier/qjer/qr11/watts.html

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Methodology: Research Question: What affect does a girls’ attitude towards math impinge on their academic performance? Participants & Instruments: A letter was sent home October 27, 2007, to forty female students that I taught for the Fall 2007

semester. The letter explained the topic and method of research I would be conducting (see

appendix). Those parents & students that gave consent were surveyed. I received 20 consent

forms back, and of that twenty, sixteen were surveyed. Responses were collected from sixteen

eighth grade female participants (

!

1620

= 80%). The sample size of sixteen students was about 7% of

the female population of AMY5 (

!

16229

" 6.98%). Fifty percent of the participants were age thirteen

and 50% were fourteen. Participants were students in my classroom for at least one semester

(grading period) during the 2007/2008 academic school year.

Survey questions were used from: Kaiser-Messmer, G. (1993). Results of an empirical study into gender differences in attitudes towards mathematics. Educational Studies in Mathematics. 25 (3), 209-233. (See Appendix) Web link to survey participants used: http://www.surveymonkey.com/s.aspx?sm=1_2bzhLn51PeKK_2b_2b98zIr8Ow_3d_3d Time Line:

1. Consent forms distributed to students 10/27/07. 2. Consent forms collected from October 28, 2007 to December 10, 2007. 3. Responses collected via web link from March 3, 2008 to March 5, 2008.

Demographics of Alternative Middle Years at James Martin (AMY5):

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Findings:

The subject of mathematics comprises of a multitude of topics and concepts. Students are

exposed to various aspects of math through out their educational life. Through the means of this

research project I have been forced to analyze how I as a teacher interact with my students and

affect their likes or dislikes of the subject matter at hand. From previous experience in my own

teaching practice I was under the impression that students who believe they are good in math are

interested in the subject. The results of this study have confirmed this theory. Seventy-five

percent of the study participants are interested in mathematics even though one hundred percent

of the participants received a passing grade for math for their 2006-2007 academic school year.

What is the underlying factor that would explain why female students typically take mathematics

courses that do not challenge them educationally? Is it confidence?

Attitude is defined as, manner, disposition, feeling, position, etc., with regard to a person or

thing; tendency or orientation, esp. of the mind: a negative attitude; group attitudes.

(Dictionary.com, 2008) If attitude is a feeling, then can confidence be the biggest factor in how

girls are motivated? Perhaps yes. Confidence is also a feeling. How one feels about their

capabilities or lack of may determine how they perform, “…a not insignificant number of girls

decide to opt for the basic course level, despite their high interest in mathematics, since they do

not consider themselves being capable of succeeding at the advanced level.” (Kaiser-Messmer,

1993). The main reason I became a math educator is because of the influence a high school math

teacher had on me. What if he never said an encouraging word to me? Would I still believe that

I had the capability to educate others in the same subject matter? My career choice was

narrowed down to two areas, education and law. I decided on education because of the passion I

showed toward the material, “For women successful in mathematics-related careers, for instance,

social influences such as encouragement and support from family members and teachers were

found to be the foundation on which those women built their academic confidence and overcame

obstacles in their progression through male-dominant academic programs.” (Kim, MathGirls)

That teacher’s influence was monumental in my development as a student and in my own

psyche.

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One particular area of mathematics that the participants indicted they were highly interested in

was Pythagorean Theorem (

!

a2

+ b2

= c2 , the theorem that the square of the hypotenuse of a

right triangle is equal to the sum of the squares of the other two sides.) (Dictionary.com 2008).

Participants in this study also exhibited a clear preference for mathematical concepts that are

connected to the real-world. When there is a relevant connection between the mathematic

concepts learned in the classroom and the real-world students are more interested in the topic.

That interest transcends the classroom and will build bridges from the classroom the real-world

making the content more relevant, “Clear gender differences are also to be found in the students’

own assessment of the importance of their attainment in mathematics.” (Kaiser-Messmer, 1993).

As stated in the next section, teachers and administrators are important in the development of a

whole-student. A female students attitude toward mathematics will be encouraged or

discouraged through experiences, “ … girls … are typically assumed to be significantly

influenced by social stereotypic expectations, but at an age where those social forces may be

counteracted in the interest of positive attitudes toward and beliefs about science and math.”

(Kim, MathGirls). Stereotypes and negative portrayals of females are damaging to a student and

can impede their academic potential. If an attitude is a feeling or emotion, then lets make sure

that our female students develop one that promotes confidence in themselves and their academic

capabilities.

Conclusions:

Female students need to be encouraged in ways that will promote academic success and a

positive self-image. Many of my students have someone in their lives or have encountered

someone who has given them the push needed for achievement. Children are receptive to

stereotypical information; therefore, positive and encouraging direction needs to be promoted in

their lives. Students that are not exposed to positive role models, positive portrayals of women

may devalue themselves and devalue how an education may benefit them.

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Recommendations: Offer more single sex classes

56% of the participants would take part in a mathematics course/workshop solely for boys or for girls.

Expose students to possible career choices 56% of the participants could imagine themselves working within a profession in

which mathematics plays a large part. A synopsis of the written responses concludes that even though students enjoy math and know the importance it plays in everyday life they do not have many examples of careers that utilize mathematical concepts/skills.

Provide mentor programs that will enable female students to have positive role models

Both male and female students need to be exposed to positive encouragement academically. Middle school students may see their future in a one-dimensional way. Mentoring programs will allow students the have exposure to career paths and options that are not widely advertised or marketed in their current lifestyle.

Relate mathematics to more real life problems/situations 50% of participants were able to explain how everyday problems or other situations

that mathematical knowledge would be useful in solving. There is a demand in education for a link between mathematical skills/concepts and everyday life. Students need to know how mathematics can be used in practical experience.

Future Investigations:

While analyzing results from this research study, I realized that my sample size may not have

been representative of the population. First, the participants of the study were all eight graders

and were current students in my classroom at the time responses were taken. I do believe their

responses were unbiased and honest, but I would have found it informative to review responses

from participants that were in a classroom being taught by a male colleague. Second, the sixteen

participants I surveyed were only seven percent of the female student population of my school.

My sample size could have been larger (maybe 20% of the 229/ about 46 female participants) to

give a better representation of data and make the research more valid.

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Bibliography:

Kaiser-Messmer, G. (1993). Results of an empirical study into gender differences in attitudes towards mathematics. Educational Studies in Mathematics. 25, No.3, 209-233.

Kim, Y., Flann, N., Wei, Q., Ko, Y., and Alla, S. MathGirls: Motivating girls to learn math through pedagogical agents. National Science Foundation Grant # GSE-051503.

SchoolNet, Current student enrollment per nclb subgroups. Retrieved 4/5/2008, from

attitude. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved April 27, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/attitude

pythagorean theorem. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved April 27, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/pythagorean theorem

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Appendix:

Letter to Parent/Guardian about Research Consent Form Girls Disposition Towards Math Survey Responses from Girls Disposition Towards Math Survey

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3380 Richmond Street Philadelphia, PA 19134 October 12, 2007 Dear Parents/Guardians,

I am conducting a research project for my Leadership in Middle Level Science course at

University of Pennsylvania. My project investigates how a girls’ attitude towards math affects

their academic performance.

To complete my research I will need your daughter to complete a survey online. I will also

interview some of my female students at random about how they feel about Math and how can

teachers or schools help them improve or enjoy math more. Based on the data that I collect, I

would like to develop and describe the drawbacks of current math instruction and how it can be

improved. If your daughter is chosen for an interview, it will be videotaped. The videotape is

not for commercial use and your daughter’s identity will not be linked to the views and opinions

she has provided. I guarantee that your daughter’s name will not be used in the study.

I have enclosed a permission slip for both you and your daughter to sign. If you have any

questions please feel free to contact me.

Thank you, Ms. C. Randolph Math8 Teacher Alternative Middle Years at James Martin [email protected] Enclosure (2)

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Responses to Question 3 Continued

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