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An Investigation of the Effects of Mathematical Discourse on the Achievement Level of Girls Across Third, Fourth, and Fifth Grades

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Identifier	Thesis 1830
Author	Foley, Alison J.
Title	An Investigation of the Effects of Mathematical Discourse on the Achievement Level of Girls Across Third, Fourth, and Fifth Grades
Publisher	Central Connecticut State University
Date	2006
Resource Type	Master's Thesis
Notes	The purpose of this study was to examine how mathematical discourse affects the achievement level of girls across third, fourth, and fifth grades. The Experimental Group sample of 26 students (13 boys, 13 girls) all participated in the Project M³ Program: Mentoring Mathematical Minds for third, fourth, and fifth grades. This Program, funded by a U.S. Department of Education Javits Research Grant and directed by Dr. M. Katherine Gavin from the University of Connecticut, has a strong emphasis on mathematical discourse in the classroom. The Comparison Group sample of 26 students (13 boys, 13 girls) did not participate in the Project M³ Program. Before the Experimental Group participated in the Program, the Experimental Group and the Comparison Group performed similarly on standardized testing (three math subtests of the IOWA Tests of Basic Skills) as found in the results of an ANOVA, finding no significant difference in the two group's scores. After one year of the Program, the Experimental Group scored significantly higher than the Comparison Group on the Iowa Tests, as found in the results of an ANOVA. The results indicate that the Project M³ Program had a positive effect on the Experimental Group's level of mathematical achievement. Within the Experimental Group, an ANOVA was performed in order to determine whether the girls achieved significantly higher scores than the boys on standardized testing (three math subtests of the IOWA Tests of Basic Skills) and curriculum-based testing (Unit pre-tests and post-tests). When examining the IOWA Tests, an ANOVA showed no statistical differences between the scores of the girls and the scores of the boys. On the other hand, the results of ANOVA showed that for three out of six curriculum units, the girls scored significantly higher than the boys scored on the post-tests. The results of the post-tests indicate that mathematical discourse does positively affect girls' achievement. A survey focusing on the learners' perception of themselves as mathematicians revealed two significant points. First, the majority of the girls felt that working with a partner (compared to working alone) gave them more confidence to speak in front of the whole class. Second, 100% of the girls selected "cooperative" as the best term to describe themselves as a mathematicians, while only 53.8% of the boys used the same term to describe themselves. Cooperative partner work is an integral part of a classroom rich in mathematical discourse, and the survey indicated that girls perceive themselves as benefiting in this type of environment.
Subject	Mathematical ability -- Sex differences Mathematics -- Study and teaching (Elementary)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734411
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An Investigation of the Effects of Mathematical Discourse on the Achievement Level of Girls Across Third, Fourth, and Fifth Grades

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