Girls vs. boys in mathematics: Test scores provide one interpretation girls narratives suggest a different story

This study seeks to provide a data based critique of the claims of gender equity in mathematics. Specifically, this paper is an analysis of the personal well-remembered events (WREs) told and recorded by women who are in the first course of their preservice teaching professional sequence. Importantly, these are women who are on the professional track to teach mathematics. Using a narrative based methodology, the writings provide another angle of the intricate pieces of equity (i.e. test results say both genders are just as capable, stories of females say otherwise). The themes center around the safe zones, struggles, embarrassment, competition, and self-fulfilling prophecies. From these stories, we see subtle illustrations of existing gender inequities in mathematics

Further exploration of the classroom video analysis (CVA) instrument as a measure of usable knowledge for teaching mathematics: taking a knowledge system perspective

In this article we report further explorations of the classroom video analysis instrument (CVA), a measure of usable teacher knowledge based on scoring teachers’ written analyses of classroom video clips. Like other researchers, our work thus far has attempted to identify and measure separable components of teacher knowledge. In this study we take a different approach, viewing teacher knowledge as a system in which different knowledge components are flexibly brought to bear on specific teaching situations. We explore this idea through a series of exploratory factor analyses of teachers clip level scores across three different CVA scales (fractions, ratio and proportions, and variables, expressions, and equations), finding that a single dominant dimension explained from 55 to 63 % of variance in the scores. We interpret these results as consistent with a view that usable teacher knowledge requires both individual knowledge components, and an overarching ability to access and apply those components that are most relevant to a particular teaching episode

Mathematics anxiety: One size does not fit all

Mathematics educators agree elementary teachers should possess confidence and competence in teaching mathematics. Many prospective elementary teachers (particularly women) pursue careers in elementary teaching despite personal repeated experiences of mathematics anxiety. Previous studies of mathematics anxiety have tended to focus on physical sensations that occur during test-taking situations. This study analyzes how three women prospective elementary teachers described, explained, and related their experiences of mathematics anxiety while learning mathematics as K-12 students and while learning to teach mathematics. My research reveals that mathematics anxiety may reach beyond assessment situations and impact women prospective elementary teachers’ larger mathematical histories. I show how women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of social belonging, loss of personal identity, or loss of practical competency) and how specific coping strategies may be invented to cope with the fear. I present evidence of how coping strategies may impede mathematics learning

Positive turning points for girls in mathematics classrooms: Do they stand the test of time?

The purpose of this study is to examine the equity issue in mathematics from perspectives not traditionally included in equity claims. This study offers a close up view of personal experiences that female preservice teachers have encountered in their own journey as students of mathematics as well as how they make sense of their experiences, especially as they learn to teach. Different themes that arise in this issue of mathematics equity were examined in a study conducted by Stoehr and Carter (2011). This paper extends the previous study by examining and discussing the data-derived theme that centers on girls who experienced positive turning points in mathematics

Mathematical misconceptions of a different kind: Women preservice teachers’ working theories of mathematics teaching

Mathematical anxiety and confidence in women who are entering the elementary teaching field is a subject that has captured the interest of mathematics teacher educators. Previous research has revealed that women who pursue elementary teaching careers are often individuals who themselves have confronted anxiety and low confidence in mathematics during their own K-12 experiences (Brady & Bowd, 2006; McGlynn-Stewart, 2010; Sloan, 2010). Prior studies in mathematics education reveal that individuals’ experiences with mathematics shape how they think about doing and teaching mathematics (Ball, 1988; Rodríguez & Kitchen, 2005). Long before preservice teachers step foot into their teacher education program, their student experiences have shaped how they view mathematics as well as how they perceive their own mathematics abilities (Ball, 1988). “In short, prospective teachers do not arrive at formal teacher education “empty-headed.” Ball, 1988, p.40). Instead, they have already begun to develop a plan or a program of action (Kounin, 2009) of how teachers should teach mathematics. These teaching ideas are derived primarily from their personal experiences as mathematics students (Ball, 1988). Through the use of narratives, teacher educators can gain access to a better understanding of the sense making that preservice teachers have about what qualities and characteristics are important for a mathematics teacher to possess

In-service teachers narrative experiences of mathematics anxiety

The purpose of this study was to gain a better understanding of the issues that surround Chilean women in-service elementary teachers’ mathematics anxieties through Conversations that Matter. These conversations revolved around the participants’ mathematics experiences as students and practicing teachers. These narrative writings provide a powerful voice for the degree to which mathematics anxiety shapes teachers’ attitudes in this subject area as well as their ability to be successful in mathematics. The focused analysis for this paper was directed to impact the elementary mathematics education community with a specific focus on women who have had anxiety in learning and teaching mathematics

Can I teach mathematics? A study of preservice teachers’ self-efficacy and mathematics anxiety

This paper presents two studies (qualitative and quantitative) with the shared goal of exploring preservice teachers’ (PSTs’) experiences of mathematics anxiety and self-efficacy for mathematics teaching. Findings indicate that PSTs experience high levels of mathematics anxiety, impacting current learning and preference for teaching the content, as well as the development of self-efficacy for teaching mathematics and conceptions of ideal teaching. Findings regarding anxiety (fear) of evaluation and concern about being able to inspire students in their future classrooms converged across studies

One teacher’s understandings and practices for real-world connections in mathematics

Recent scholarship in mathematics education has increasingly supported the power of connecting mathematics lessons to students’ lived experiences. This case study, drawn from a larger multi-year study, traces the reflections and pedagogical practice of a middle school mathematics teacher who regularly connected her lessons to real-world contexts. We highlight how the teacher connected a fractions lesson to the context of making soup for her family to accomplish several goals including: (1) sharing stories to learn more about students, (2) moving beyond numbers to build understanding, (3) building students’ mathematical confidence, and (4) making space for students to connect mathematical ideas. These findings provide insight into how making real-world mathematical connections may impact students’ understanding

Key exchange with the help of a public ledger

Blockchains and other public ledger structures promise a new way to create globally consistent event logs and other records. We make use of this consistency property to detect and prevent man-in-the-middle attacks in a key exchange such as Diffie-Hellman or ECDH. Essentially, the MitM attack creates an inconsistency in the world views of the two honest parties, and they can detect it with the help of the ledger. Thus, there is no need for prior knowledge or trusted third parties apart from the distributed ledger. To prevent impersonation attacks, we require user interaction. It appears that, in some applications, the required user interaction is reduced in comparison to other user-assisted key-exchange protocols