vmt-award-2024_-46-2-_yellow

SEL into his/her teaching practices, is time that is well spent laying the foundation for academic achievement. Teaching SEL may create a calmer classroom, which creates more time for student learning.

from: www.womenandmath.org (100 Days of Professional Learning). Boaler, J. (1997). Experiencing School Mathemat ics: Teaching Styles, Sex and Settings. Buckingham, UK: Open University Press. [Book] Boaler, J. (2015), Mathematical Mindsets: Un leashing Students' Potential through Crea tive Math, Inspiring Messages and Innova tive Teaching. San Francisco, CA: Jossey Bass. Capon, N, & Kuhn, D. (2004). What ’ s so good about problem - based learning? Cognition and Instruction, 22, 61 - 79. [Abstract] Chipman, Krantz, & Silver (1992; Tobias, 1978). Mathematics anxiety and science careers among college women: At every level of mathematics skill, mathematics anxiety cor related negatively with interest in scientific careers. Cipriano, C., Barnes, T., Rivers, S., and & Brack ett, M. (2019). Exploring Changes in Stu dent Engagement through the RULER Ap proach: An Examination of Students at Risk of Academic Failure, Journal of Education for Students Placed at Risk (JESPAR), 24:1, 1 - 19, DOI: 10.1080/10824669.2018.1524767. Cognition and Technology Group at Vanderbilt. (1992) The Jasper series as an example of anchored instruction: Theory, program de scription and assessment data. Educational Psychologist, 27, 291 - 315. [Abstract] Egan, M. K., Sharkness, J., & Hurtado, S., 2010). Identity is a better predictor than perfor mance. FHI 360. (2015). A focus on girls ’ math identity for brighter futures [video]. Retrieved from: https://www.youtube.com/watch? v=rihJeal_RnA. Froschl, Merle, Furthering Girls ’ Math Identity Re trieved from: https:// degrees.fhi360.org/2015/06/math - identity is - the - key - to - girls - math - success/. Furthering girls ’ math identity [website]. Retrieved from: http://www.girlsmathidentity.org/ home. Gallagher, S.A., Stepien, W.J., Rosenthal, H. (1992) The effects of problem - based learn ing on problem solving. Gifted Child Quar terly, 36, 195 - 200. [Abstract] Geier, R., Blumenfeld, P.C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & Clay Chambers, J. (2008). Standardized test out comes for students engaged in inquiry -

Summary Remarks

In my workshops, I always begin and end with a project - based oriented Driving Question.

Today, my Driving Question is:

How can educators, parents, community, business and industry stakeholders encourage girls to excel in mathematics and go on to pursue 21st Century STEM - related careers?

This question addresses the need to:

• Accelerate the science of human development into the teaching and learning of mathematics, especially as it relates to girls; • Affect PBL best practices for engaging and transforming girls ’ sustaining approach in learning mathematics; • Implement Whole Child Approaches and asso ciated SEL competencies in teaching and learn ing; and • Implement one ’ s own personal Action Plan by identifying ONE THING I CAN DO NOW to accelerate needed change in my realm of influ ence. We know that as humans we need to be connected; and while social and physical connection is critical, research confirms that academic connection is also important (www.pblworks.org ). Now is the time for us to think about how we can engage our stu dents, especially girls in their mathematical scienc es pursuits. Aguirre, J., Mayfield - Ingram, K. and Martin, D. (2013). The Impact of Identity in K - 8 Mathematics: Rethinking Equity - Based Practices. Bertolone & Moss (2019). Encouraging Girls: Staying in When the Math Gets Hard, NCTM Presentation at the 2019 NCTM Annual Conference, San Diego. Retrieved References

Virginia Mathematics Teacher vol. 46, no. 2

28