Collaborative cognitive-activation strategies as an emancipatory force in promoting girls’ interest in and enjoyment of mathematics: A cross-national case study

Abstract

The results of international large-scale assessments have revealed the emergence of gender disparities in attitudes to mathematics, with girls generally demonstrating lower levels of interest in and enjoyment of mathematics than boys. Given that attitudes to mathematics are key determinants of future STEM participation, collaborative cognitive-activation teaching strategies, which harmonise with the core tenets of feminist mathematical pedagogy, are proposed as a possible approach to improving girls' relationships with mathematics. The results of a small-scale cross-national case study that incorporated this approach through a six week intervention are reported. The findings show a significant increase in girls' enjoyment of mathematics but there was no significant change in boys' attitudes. Potential implications for mathematics education policy and practice are elucidated. Highlights  Girls generally tend to have more negative attitudes to mathematics than boys  Attitudes to mathematics are important determinants of future STEM participation  Collaborative cognitive-activation strategies may improve girls' attitudes

Mathematics as a gendered subject: a deeper insight into students’ attitudes in Irish post-primary schools

“…It should be noted that in recent years attempts to counter stereotypical beliefs of mathematics as a male domain have been put forward with more inclusive feminist mathematics pedagogies (Cantley, Prendergast, and Schlindwein 2017;Jacobs and Becker 1997). These pedagogies fall broadly in line with the more modern social constructivist approach to mathematics education described previously.…”

“…It has been suggested that women in particular learn better as connected knowers, with mathematics not taught as an abstract science, but related to the students' own experiences, and in a supportive atmosphere of collaborative learning (Jacobs and Becker 1997). Furthermore, it has been shown that using such collaborative strategies in classrooms today could improve girls' interest in and enjoyment of mathematics as a school subject (Cantley, Prendergast, and Schlindwein 2017). It is hoped that these viewpoints, alongside international policy change will increase the breadth and depth of equal access to mathematics education (Spielman 2008).…”

“…There exists a wealth of literature which has attempted to combat the general lack of female interest in mathematics through the use of modern, progressive teaching methods (Anderson 2005;Cantley, Prendergast, and Schlindwein 2017;Spielman 2008). The findings from these studies, which mainly focus on girls' responses to collaborative and contextualised teaching strategies, may be considered as a way to combat the gender disparities in enjoyment and confidence in mathematics evident from the current research.…”

A Summary of Effective Gender Equitable Teaching Practices in Informal STEM Education Spaces

“…STEM discoveries happen via collaboration and the communication of STEM is inherently social and community-oriented. Research provides evidence of the benefits of creating programs that include collaboration and community responsiveness as beneficial to girls' sense of belonging to STEM (Adams et al, 2014;Buck et al, 2014;Cantley et al, 2017;Riedinger and Taylor, 2016). Working with others in an inclusive, collegially nurturing space increases girls' confidence about their ability, allows them to exchange ideas and consider and explore their own and diverse perspectives (Riegle-Crumb and Morton, 2017).…”

Investigating secondary students beliefs about mathematical problem-solving

“…whereas males have a tendency to be 'separate knowers'. In terms of mathematical problem solving, connected knowing would be deemed more open to solving problems in multiple ways and relating to personal experiences [39] and this may explain why females scored significantly higher on this construct.…”