What's Math Got to Do with It?: How Teachers and Parents Can Transform Mathematics Learning and Inspire Success (29 page)

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Secondary Schools
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3
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4
. Lave,
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4/Taming the Monster: New Forms of Testing That Encourage Learning

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. Kohn,
The Case Against Standardized Testing
, 30.

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. Jo Boaler, “When Learning No Longer Matters: Standardized Testing and the Creation of Inequality,”
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.

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25, no. 3 (1999): 345–46.


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. M. Deevers,
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. White and Frederiksen, “Inquiry, Modeling, and Metacognition.”

18
. Paul Black, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam,
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. Maria Elawar and Lyn Corno, “A Factorial Experiment in Teachers’ Written Feedback on Student Homework: Changing Teacher Behavior a Little Rather Than a Lot,”
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21
. Dylan Wiliam, “Keeping Learning on Track: Classroom Assessment and the Regulation of Learning,” in Frank K. Lester Jr., ed.,
Second Handbook of Mathematics Teaching and Learning
(Greenwich, CT: Information Age Publishing, 2007), 1085.

22
. D. Royce Sadler, “Formative Assessment and the Design of Instructional Systems,”
Instructional Science
18 (1989): 119–44. 


5/Stuck in the Slow Lane: How American Grouping Systems Perpetuate Low Achievement

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. James W. Stigler and James Hiebert,
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. Albert E. Beaton and Laura M. O’Dwyer, “Separating School, Classroom, and Student Variances and Their Relationship to Socioeconomic Status,” in David F. Robitaille and Albert E. Beaton, eds.,
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3
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. Lisa Yiu,
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(Stanford, CA: Stanford University, School of Education, 2001).

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. Andrew C. Porter and Associates,
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. Robert Rosenthal and Lenore Jacobson,
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(New York: Holt, Rinehart and Winston, 1968).

8
. Jo Boaler, Dylan Wiliam, and Margaret Brown, “Students’ Experiences of Ability Grouping—Disaffection, Polarisation and the Construction of Failure,”
British Educational Research Journal
26, no. 5 (2000): 631–48.

9
. PISA, Learning from Tomorrow’s World.

10
. Dylan Wiliam and Hannah Bartholomew, “It’s Not Which School but Which Set You’re In That Matters: The Influence of Ability-Grouping Practices on Student Progress in Mathematics,”
British Educational Research Journal
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11
. Jeannie Oakes,
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(New Haven, CT: Yale University, 2005), 217.

12
. Ibid., 218.

13
. Steve Olson,
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(New York: Houghton Mifflin, 2005), 48–49.

14
. Jo Boaler, “The ‘Psychological Prison’ from Which They Never Escaped: The Role of Ability Grouping in Reproducing Social Class 
Inequalities,”
Forum
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. Anabelle Dixon, Editorial,
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6/Paying the Price for Sugar and Spice:
 How Girls and Women Are Kept Out of Math and Science

1
. Chi-squared = 16.96,
n
=163, 4 d.f.,
p
< 0.001.

2
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Israeli Advanced Placement Physics Classes,”
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Science Education
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Women’s Development
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(New York: Basic Books, 1986), 214–29.

5
. Janet S. Hyde, Elizabeth Fennema, and Susan Lamon, “Gender Differences in Mathematics Performance: A Meta-Analysis,”
Psychological Bulletin
107, no. 2, (1990): 139–55.

6
. They recorded an effect size of only +0.15 standard deviations.

7
. Rosser,
SAT Gender Gap
.

8
. The examination was then called the O-level.

9
. In 2003–2004, for example, 51 percent of the A, B, and C grades went to girls.

10
. Joanne R. Becker, “Differential Treatment of Females and Males in Mathematics Class.”
Journal for Research in Mathematics Education
12, no. 1 (1981): 40–53.


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. Abbe H. Herzig, “Becoming Mathematicians: Women and Students of Color Choosing and Leaving Doctoral Mathematics,”
Review of Educational Research
74, no. 2 (2004): 171–214.

12
. Abbe H. Herzig, “‘Slaughtering This Beautiful Math’: Graduate Women Choosing and Leaving Mathematics,”
Gender and Education
16, no. 3 (2004): 379–95.

13
. Michele Cohen, “A Habit of Healthy Idleness: Boys’ Underachievement in Historical Perspective,” in Debbie Epstein, Jannette Elwood, Valerie Hey, and Janet Maw, eds.,
Failing Boys?: Issues in Gender and Achievement
(Buckingham, England: Open University, 1999), 24.

14
. John Bennett, cited in ibid., 25.

15
. Pat Rogers and Gabriele Kaiser, eds.,
Equity in Mathematics Education:


Influences of Feminism and Culture
(London: Falmer, 1995). 


7/Key Strategies and Ways of Working

1
. Eddie Gray and David Tall, “Duality, Ambiguity, and Flexibility: A ‘Proceptual’ View of Simple Arithmetic,”
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25, no. 2 (1994): 116–40.

2
. William P. Thurston, “Mathematical Education,”
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37 (1990): 844–50.

3
. T. A. Beck, “Are There Any Questions? One Teacher’s View of Students and Their Questions in a Fourth-Grade Classroom,”
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4
. Thomas L. Good, Ricky L. Slavings, Kathleen H. Harel, and Hugh Emerson, “Student Passivity: A Study of Question Asking in K–12 Classrooms,”
Sociology of Education
60 (1987), 181–99.

5
. Boaler and Staples, “Creating Mathematical Futures.”

6
. James G. Greeno, “Number Sense as Situated Knowing in a Conceptual Domain,”
Journal for Research in Mathematics Education
22, no. 3 (1991): 170–218.

7
. Jo Boaler and Cathy Humphreys,
Connecting Mathematical Ideas: Middle School Video Cases to Support Teaching and Learning
(Portsmouth, NH: Heinemann, 2005).

8
. D. L. Ball, “With an Eye on the Mathematical Horizon: Dilemmas of Teaching Elementary Mathematics,”
The Elementary School Journal
93, no. 4 (1993): 373–97.

9
. Magdalene Lampert,
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(New Haven, CT: Yale University, 2001).

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. Cathy Humphreys and R. Parker,
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(Portland, ME: Stenhouse, 2015).

11
. Mathematics Education Collaborative, http://www.mec-math.org.

12
. I am grateful to Emily Shahan for her in-depth analysis and descriptions 
of Jorge’s experiences.

13
. I am grateful to Tesha Sengupta-Irving for her in-depth analysis and descriptions of Alonzo’s experiences.

8/Giving Children the Best Mathematical Start: Activities and Advice for Parents

1
. Nicholas Fiori,
In Search of Meaningful Mathematics: The Role of Aesthetic Choice
(doctoral dissertation, Stanford University, 2007).

2
. M. Beth Casey, Ronald L. Nuttall, and Elizabeth Pezaris, “Mediators of Gender Differences in Mathematics College Entrance Test Scores: A Comparison of Spatial Skills with Internalized Beliefs and Anxieties,”
Developmental Psychology
33, no. 4 (1997): 669–80.

3
. Eleanor Duckworth,
“The Having of Wonderful Ideas” and Other Essays on Teaching and Learning
(New York: Teachers College, 1996).

4
. Allison M. Ryan and Helen Patrick, “The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School,”
American Educational Research Journal
38, no. 2 (2001): 437–60.

5
. Jacquelynne S. Eccles, Allan Wigfield, Carol Midgley, David Reuman, Douglas Mac Iver, and Harriet Feldlaufer, “Negative Effects of Traditional Middle Schools on Students’ Motivation,”
The Elementary School Journal
93, no. 5 (1993): 553–74.

6
. Deborah Stipek and Kathy Seal,
Motivated Minds: Raising Children to Love Learning
(New York: Henry Holt, 2001).

7
. M. Frank, “Problem Solving and Mathematical Beliefs,”
Arithmetic Teacher
35, no. 5 (1988): 32–34.

8
. Joe Garofalo, “Beliefs and Their Influence on Mathematical Performances,”
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82, no. 7 (1989): 502–5.

9
. Flannery,
In Code
.

10
. Ibid., 8.

11
. Ibid.


12
. Kenschaft,
Math Power
,
50.


13
. Boaler and Humphreys,
Connecting Mathematical Ideas.

14
. Kenschaft,
Math Power,
51.

15
. Jacquelynne S. Eccles and Janis E. Jacobs, “Social Forces Shape Math Attitudes and Performance,”
Signs: Journal of Women in Culture and Society
11, no. 21 (1986): 367–80.