The Math Factor Nancy Davies ndavies@orchardhouse.org

Math as a Deciding Factor Global Position Developmental Tasks & Gender Influences Societal

Percentage of Classroom Time Spent on Topics: Global Comparison Practicing Procedures Applying Concepts Investigating New Ways of Thinking Top-Performing Countries 41% 15% 44% United States 96% 4% Less than 1% Data from: Mintz, 2008

The Landscape Of middle school girls Of middle school girls and math

Trophy Traps Grade Inflation Acceleration Gifted and Talented

Comparison of “A” Averages & SAT Scores over Time 1966/ 1968 1972 2003/ 2009 2005 Percentage of High School Graduates with “A” Averages 17.6%/ 19% 44.1%/ 48% Average of Verbal SAT Scores 530 508 Average of Math SAT Scores 510 520 Data from: Wells, 2006 Twenge, 2009

Short Cuts that Short Circuit

Strategies that Make a Difference Mindset (Dweck, 2006) Responses & Questions (Sadker, M., Sadker, D., Zittleman,K. R., 1994, 2009) Problems & Solutions: Expanding Both Writing Metacognition Working Spatially Cooperation, Individual Accountability, & Role Models Mental Math & Basic Facts Handling “I don’t know.” Praise Meaning Know the Learner

Learning from the World: What Exceptional Math Programs Have to Teach Us Curriculum Focus Teachers as Professionals Cultural Values: Everyone Counts

Takeaways Success in math for females has powerful consequences in identity formation, educational opportunities, job options, and economic potential. Positive middle school math experiences for girls matter. There are gender and brain influences that make a difference. There are strategies and curricular choices that can be directed for the benefit of girls. Math education in the United States needs intensive care. With focus and intention, we can make a difference. As our students go, our world goes.

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