GENDER

EQUITY IN
MATHEMATICS
EDUCATION
• Mathematicians and scientists are socially awkward men who wear
glasses—at least, according to children.
• Promoting gender equity in mathematics education and encouraging
girls and women in math and science will benefit scientific
advancements in these fields and help countries’ economies grow
(OECD, 2008).
WHAT DATA TELLS US:
• In 2012, boys outperformed girls in mathematics in 38 participating
countries and economies by an average of 11 score points (across OECD
countries) while no gender gap was observed in science performance.
However, among the top 10% of students in mathematics performance,
the gender gap averages 20 score points; and among the top 10% in
science, boys score an average of 11 points higher than girls.
• Only 14% of young women who entered university for the first time in
2012 chose science-related fields, including engineering, manufacturing
and construction; by contrast, 39% of young men who entered university
that year chose to pursue one of those fields of study.
• In the K-12 educational system, mathematics assessments results vary
across countries; generally, the more advanced the subject, the lower
the female representation (Halpern, Benbow, Geary, Gur, Hyde, &
Gernsbacher, 2007).
Attitudes and Cultural Influences that May
Contribute to a Gender Gap
• However, the same studies have also found that countries with more
gender equity in other areas (e.g., greater economic and political
opportunities for women, more positive cultural attitudes towards
women) tend to have smaller gender gaps in performance.
• Implicit gender stereotypes may communicate to girls and women that
men are naturally more talented in mathematics.
• “stereotype threat” (Steele, Spencer, & Aronson, 2002), can cause cognitive load
that interferes with performance and decrease motivation to put effort into
learning. Female students experiencing stereotype threat may be less interested in
mathematics (Schmader, Johns, & Barquissau, 2004; Hyde, 1990), have lower
performance expectations (Stangor, Carr, & Kiang, 1998), avoid academic
challenges in mathematics (Dweck 1999, 2006), and devalue mathematics as a
career choice (Davies, Spencer, Quinn, & Gerhardstein, 2002).
The research suggests that gender differences in math and science
education, achievement, and career choices do not seem to be driven by
biological differences.

These choices are limited by lack of encouragement, misinformation, or

stereotypes.
But teachers can play a significant role in influencing or dispelling
stereotypes in STEM education. Here are some studies from researchers
and educators that may offer a few insights—and a few solutions.
• BARRIER 1: BUILDING A MATH IDENTITY
• The problem: One explanation for the gender differences in STEM
participation may lie with those formative ideas about who a
mathematician or scientist is.
• Solutions: In response, researchers say teachers can foster a growth
mindset in students by emphasizing that practice rather than innate
ability improves performance.
• BARRIER 2: THE QUESTION OF RACE AND CLASS
• The problem: Our assumptions about who does math well—and the
academic and financial support that follows—may, in fact, impact
performance more than raw aptitude. This has particularly profound
implications for low-income students who are significantly less likely
to take STEM classes.
• Solution:
• schools can consider “structural disruptions”
• BARRIER 3: IT’S NOT JUST CONTENT—IT’S CONTEXT, TOO
• This is not because girls are worse at math, but may be because they
guess less—a disadvantage on a multiple-choice test—and perform
better with open-ended answers, according to the study.
• Solutions: Teachers may want to move away from multiple-choice tests
—often a staple in math and science—and place more emphasis on
open-ended assessments that allow students, especially girls, to
demonstrate their proficiency through word problems or writing, where
they feel more confident.
Source:
Keeping Girls in STEM: 3 Barriers, 3 Solutions

Stereotypes and cultural norms dampen girls’ interest in STEM, but educators can counter the disparities with small changes to their practice.

By Carly Berwick
Are boys better in Math than girls?
 Formative Assessment #2
Argumentative Essay
• The argumentative essay is a genre of writing that requires the student
to investigate a topic; collect, generate, and evaluate evidence; and
establish a position on the topic in a concise manner.
• A clear, concise, and defined thesis statement that occurs in the first paragraph of
the essay.
• Body paragraphs that include evidential support.
• Evidential support (whether factual, logical, statistical, or anecdotal).
• A conclusion that does not simply restate the thesis, but readdresses it in light of
the evidence provided.
• Give a catchy title
THE FIVE-PARAGRAPH ESSAY
• A common method for writing an argumentative essay is the five-
paragraph approach. This is, however, by no means the only formula for
writing such essays. If it sounds straightforward, that is because it is; in
fact, the method consists of (a) an introductory paragraph (b) three
evidentiary body paragraphs that may include discussion of opposing
views and (c) a conclusion.