Abstract
In problem-based lessons, teachers invite students to present their ideas to the class. If multiple students arrive at a solution that the teacher wishes be shared, whom do teachers select to present a particular solution and why? Across provided categories of higher-achieving and lowerachieving girls and boys, teacher participants selected boys and girls roughly evenly. However,
participants more often indicated intent to invite a lower-achieving girl to present a direct-model solution. On the other hand, participants more often indicated intent to invite a higher-achieving boy to present a more mathematically sophisticated solution. Written justifications for these intentions reveal gendered storylines about mathematics and illustrate an additional way those storylines shape classroom instruction.
participants more often indicated intent to invite a lower-achieving girl to present a direct-model solution. On the other hand, participants more often indicated intent to invite a higher-achieving boy to present a more mathematically sophisticated solution. Written justifications for these intentions reveal gendered storylines about mathematics and illustrate an additional way those storylines shape classroom instruction.
| Original language | English |
|---|---|
| Title of host publication | Exploring new ways to connect |
| Subtitle of host publication | Proceedings of the Eleventh International Mathematics Education and Society Conference |
| Editors | David Kollosche |
| Place of Publication | Hamburg, Germany |
| Publisher | Tredition GmbH |
| Chapter | 13 |
| Pages | 858-867 |
| Number of pages | 10 |
| Volume | 3 |
| ISBN (Print) | 978-3-347-39912-9, 978-3-347-39913-6 |
| State | Published - 2021 |