Date of Award
1-1-2013
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Education Theory and Practice
Program
Curriculum and Instruction
Content Description
1 online resource (xv, 246 pages) : illustrations (some color)
Dissertation/Thesis Chair
Vick Kouba
Committee Members
Carol Rodgers, Kristen Wilcox
Keywords
Gender Equity, Mathematics, Problem-Based Learning, Relational Pedagogy, Secondary, Educational equalization, Women in mathematics, Girls, Problem-based learning
Subject Categories
Curriculum and Instruction | Education | Science and Mathematics Education
Abstract
Although the Gender Achievement Gap is closing in mathematics, the "interest gap" in pursuing STEM fields is not. Mathematics education research has discussed constructivist, student-centered and inclusive methods of teaching that have been found to encourage students that have underachieved and been underrepresented in STEM fields. One recommendation for encouraging young women to continue in their mathematical studies is to find instructional methods that allow them to feel included in the learning process and "unfix" the dichotomous, gendered socio-cultural view of mathematics and the mathematics classroom fostering positive attitudes such as self-confidence, empowerment and agency.
Recommended Citation
Schettino, Carmel, "Dismantling the birdcage : adolescent girls' attitudes towards learning mathematics with a relational pedagogy in a problem-based environment" (2013). Legacy Theses & Dissertations (2009 - 2024). 1004.
https://scholarsarchive.library.albany.edu/legacy-etd/1004