Women in Mathematics: A Nested Approach

Autor/inn/en	Köse, Emek; Johnson, Angela C.
Titel	Women in Mathematics: A Nested Approach
Quelle	In: PRIMUS, 26 (2016) 7, S.676-693 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2015.1132802
Schlagwörter	Case Studies; Females; Mathematics Education; Mentors; Middle School Students; College Faculty; College Students; Attitude Change; Career Choice; College School Cooperation; STEM Education; Attitude Measures; Student Attitudes; Student Surveys; Interviews; Maryland; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Weibliches Geschlecht; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Fakultät; Collegestudent; Attitudinal change; Einstellungsänderung; STEM; Schülerverhalten; Schülerbefragung; Interviewing; Interviewtechnik
Abstract	In this article, we present a case study of a course called Women in Mathematics. Students in the course studied the lives and the mathematical contributions of women mathematicians throughout history, as well as current gender equity issues in the study of mathematics and in mathematical careers. They also mentored 20 middle school girls throughout the semester. This nested strategy (with the professor providing an environment where the college students could appreciate math, and they, in turn, creating the same for middle school girls) resulted in improvements in both the college students' and middle school girls' attitudes towards mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01