Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom

Autor/inn/en	Johnson, Estrella; Andrews-Larson, Christine; Keene, Karen; Melhuish, Kathleen; Keller, Rachel; Fortune, Nicholas
Titel	Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom
Quelle	In: Journal for Research in Mathematics Education, 51 (2020) 4, S.504-516 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Undergraduate Students; College Mathematics; Mathematics Achievement; Inquiry; Active Learning; Gender Differences; Algebra; Teaching Methods; Outcomes of Education + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Aktives Lernen; Geschlechterkonflikt; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	Our field has generally reached a consensus that active-learning approaches improve student success; however, there is a need to explore the ways that particular instructional approaches affect various student groups. We examined the relationship between gender and student learning outcomes in one context: inquiry-oriented abstract algebra. Using hierarchical linear modeling, we analyzed content assessment data from 522 students. We detected a gender performance difference (with men outperforming women) in the inquiry-oriented classes that was not present in other classes. We take the differential result between men and women to be evidence of gender inequity in our context. In response to these findings, we present avenues for future research on the gendered experiences of students in such classes. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: https://pubs.nctm.org/view/journals/jrme/jrme-overview.xml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01