1. The Math Factor Nancy Davies ndavies@orchardhouse.org

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

3. 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

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

5. Trophy Traps
Grade Inflation
Acceleration
Gifted and Talented

6. 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, Twenge, 2009

7. Short Cuts that Short Circuit

8. 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

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

11. 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.

12. Orchard House School www. orchardhouse
Orchard House School for sources and additional research