1. Equity in Education Mathematics Kevin Stuckey, Patrick Leonard, Josh Drummond, Mike Shrives

2. Well what is equity in math?  Mathematical Definition: (from Dictionary.com) ‏ 1. the monetary value of a property or business beyond any amounts owed on it in mortgages, claims, liens, etc. 2. Informal. ownership, esp. when considered as the right to share in future profits or appreciation in value. 3. the interest of the owner of common stock in a corporation.

3. Math as Language  Double definitions AdditionAddition DifferenceDifference ProductProduct DegreeDegree  Botswana study

4. Findings

5. Implications  Students face equal challenges in using mathematical language Not evident; poorly handledNot evident; poorly handled  Symbols appear to be clearest, but may not be the most intuitively meaningful ½ x ½ = ?½ x ½ = ? What is one half of one half?What is one half of one half?

6. Background of women in Math  1960’s Feminist Movement Aim: equality of access to education in mathematics and scienceAim: equality of access to education in mathematics and science Wanted equal opportunities for women to take up careers in science and technologyWanted equal opportunities for women to take up careers in science and technology

7. First Wave of Research  Hypothesis: Men had “mathematical minds”Men had “mathematical minds” Women better at language artsWomen better at language arts One cannot be good in both language arts and mathematicsOne cannot be good in both language arts and mathematics  Assumption is that biology dictates the gender gap in this field

8. Second Wave of Research  Turned away Biology factors and focused on social ones Women under-represented because of social and cultural barriersWomen under-represented because of social and cultural barriers Led to unequal opportunitiesLed to unequal opportunities  Unintentional gender discrimination

9. Second Wave of Research  Focused on social and cultural factors: 1. stereotypical sex-role identifications 2. the curriculum 3. the learning situation, and 4. differential treatment by teachers and parents

10. End of Gender Differences?  Despite numerous policies and legal measures, full gender equity has not been reached  Yet, women are more present at all levels of education over the past few decades and participate increasingly in undergraduate programs

11. End of Gender Differences?  In mathematics, physics, and engineering, their presence still lags behind that of men.  Now, girls are beginning to outnumber boys in most secondary mathematics and science courses

12. Representation in Textbooks  Comparison of two math texts: MathPower 10 (2000) ‏ Mathematics 10 (2001)  Both Grade 10 mathematics texts used in Ontario  Abstract learning versus career- based learning

14. Avoiding Math and Science  Expectation x Value  A negative expectation or value will result in a negative attitude towards a course  Social attitudes often affect young women’s views towards math and science

15. Group Activity Individually work through the handout Individually work through the handout Discuss with group members any difficulties you might have Discuss with group members any difficulties you might have Discuss how your activity could be more inclusive (cater to ALL students) Discuss how your activity could be more inclusive (cater to ALL students) How could this activity cater to greater learning differences, etc. How could this activity cater to greater learning differences, etc.