364
Views
2
CrossRef citations to date
0
Altmetric
Research Article

Sequencing & selecting solutions in a gendered world

ORCID Icon, ORCID Icon & ORCID Icon
Pages 185-207 | Received 01 Apr 2021, Accepted 03 Apr 2022, Published online: 15 Apr 2022

References

  • Agbaria, A., & Pinson, H. (2013). When shortage coexists with surplus of teachers: the case of Arab teachers in Israel. Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival, 7(2), 69–83.
  • Alayan, S., & Yair, G. (2010). The cultural inertia of the habitus: gendered narrations of agency amongst female Palestinians in Israel. British Educational Research Journal, 36(5), 831–850. https://doi.org/10.1080/01411920903165629
  • Arcavi, & Friedlander, A. (2007). Curriculum developers and problem solving–The case of Israeli elementary school projects. ZDM–Mathematics Education, 39(5–6), 355–364.
  • Asbah, K., Nasra, M., & Abu-Baker, K. (2014). Gender perceptions of male and female teachers in the Arab education system in Israel. Journal of Middle East Women’s Studies, 10(3), 109–124. https://doi.org/10.2979/jmiddeastwomstud.10.3.109
  • Ayalon, H. (2002). Mathematics and science course taking among Arab students in Israel: A case of unexpected gender equality. Educational Evaluation and Policy Analysis, 24(1), 63–80. https://doi.org/10.3102/01623737024001063
  • Ayalon, M., & Rubel, L. H. (In press). Teacher considerations about selecting and sequencing mathematical ideas for a whole-class discussion. Journal of Mathematical Behavior.
  • Bass, H., & Mosvold, R. (2019). Teacher responses to public apparent student error: A critical confluence of mathematics and equitable teaching practice. Proceedings of the eleventh congress of the european society for research in mathematics education. Utrecht University. https://hal.archives-ouvertes.fr/hal-02430043
  • Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860–1863.
  • Birenbaum, M., & Nasser, F. (2006). Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics. Learning and Instruction, 16(1), 26–40.
  • Blanton, M. L., & Kaput, J. J. (2005). Characterizing a classroom practice that promotes algebraic reasoning. Journal for Research in Mathematics Education, 36(5), 412–446. https://doi.org/10.2307/30034944
  • Boston, M., & Smith, M. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers’ classrooms. Journal for Research in Mathematics Education, 40(2), 119–156. https://doi.org/10.2307/40539329
  • Bouhilla, D. S. (2011). The quality of secondary education in the MIddle East and North Africa: What can we learn from TIMSS’ results? Compare: A Journal of Comparative and International Education, 41(3), 327–352.
  • Brown, C. S., & Leaper, C. (2010). Latina and European American girls’ experiences with academic sexism and their self-concepts in mathematics and science during adolescence. Sex Roles, 63(11), 860–870.
  • Butler, J. (2004). Undoing gender. Routledge.
  • Casad, B., & Bryant, W. (2017). Teacher bias. In K. L. Nadal (Ed.), The SAGE encyclopedia of psychology and gender (pp. 1659–1660). SAGE Publications.
  • Cinamon, R., Habayeb, H., & Ziv, M. (2016). The conception of work and higher education among Israeli Arab women. International Journal of Educational Research, 76(1), 129–140.
  • Cobb, P., Gresalfi, M., & Hodge, L. L. (2009). An interpretive scheme for analyzing the identities that students develop in mathematics classrooms. Journal for Research in Mathematics Education, 40(1), 40–68. https://doi.org/10.5951/jresematheduc.40.1.0040
  • Cohen, E., & Lotan, R. A. (1997). Working for equity in heterogeneous classrooms. Teachers College Press.
  • Copur-Gencturk, Y., Cimpian, J. R., Lubienski, S. T., & Thacker, I. (2020a). Teachers’ bias against the mathematical ability of female, black, and Hispanic students. Educational Researcher, 49(1), 30–43 doi:10.3102/0013189X19890577.
  • Copur-Gencturk, Y., Thacker, I., & Quinn, D. (2020b). K-8 teachers’ overall and gender-specific beliefs about mathematical aptitude. International Journal of Science and Mathematics Education, 19(6), 1251–1269. https://doi.org/10.1007/s10763-020-10104-7
  • Corbin, J., & Strauss, A. (2008). Strategies for qualitative data analysis. In Basics of qualitative research (3rd ed., pp. 65–86). SAGE Publications, Inc; Techniques and procedures for developing grounded theory.
  • Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist policies. University of Chicago Legal Forum, 1, 139–167.
  • Cvencek, D., Kapur, M., & Meltzoff, A. N. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1–10. https://doi.org/10.1016/j.learninstruc.2015.04.002
  • Dentith, A. (2008). Smart girls, hard-working girls but not yet self-assured girls: The limits of gender equity politics. Canadian Journal of Education, 31(1), 145–166.
  • Dunleavy, T. K. (2015). Delegating mathematical authority as a means to strive toward equity. Journal of Urban Mathematics Education, 8(1), 62–82.
  • Dunning, A. (2022, advance online publication). A framework for selecting strategies for whole-class discussions. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-022-09536-5
  • Ernest, J. B., Reinholz, D. L., & Shah, N. (2019). Hidden competence: Women’s mathematical participation in public and private classroom spaces. Educational Studies in Mathematics, 102(2), 153–172.
  • Estrella, S., Zakaryan, D., Olfos, R., & Espinoza, G. (2020). How teachers learn to maintain the cognitive demand of tasks through lesson study. Journal of Mathematics Teacher Education, 23(3), 293–310.
  • Fennema, E., Peterson, P. L., Carpenter, T. P., & Lubinski, C. A. (1990). Teachers’ attributions and beliefs about girls, boys, and mathematics. Educational Studies in Mathematics, 21(1), 55–69‏.
  • Forgasz, H., & Mittelberg, D. (2008). Israeli Jewish and Arab students’ gendering of mathematics. ZDM Mathematics Education, 40(4), 545–558.
  • Foyn, T., Solomon, Y., & Braathe, H. J. (2018). Clever girls’ stories: The girl they call a nerd. Educational Studies in Mathematics, 98(1), 77–93.
  • Friedman-Sokuler, N., & Jusmtan, M. (2019). Gender, culture and STEM: counter-intuitive patterns in Arab society (Working paper). Department of Economics, Bar-Ilan University. Accessed https://econ.biu.ac.il/en/node/5332
  • Fryer, R., & Levitt, S. (2010). An empirical analysis of the gender gap in mathematics. American Economic Journal. Applied Economics, 2(2), 210–240. http://www.jstor.org/stable/25760212
  • Ganley, C. M., & Lubienski, S. T. (2016). Mathematics confidence, interest, and performance: examining gender patterns and reciprocal relations. Learning and Individual Differences, 47, 182–193.
  • Gresalfi, M., & Cobb, P. (2006). Cultivating students’ discipline-specific dispositions as a critical goal for pedagogy and equity. Pedagogies: An International Journal, 1(1), 49–57.
  • Gresalfi, M., Martin, T., Hand, V., & Greeno, J. (2009). Constructing competence: An analysis of student participation in the activity systems of mathematics classrooms. Educational Studies in Mathematics, 70(1), 49–70.
  • Groth, R. E. (2015). Using the five practices model to promote statistical discourse. Teaching Statistics, 37(1), 13–17.
  • Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3–4), 153–166.
  • Haj-Yahya, N. H., Schnell, I., & Khattab, N. (2018). The exclusion of young Arab women from work, education and training in Israel. Quality & Quantity: International Journal of Methodology, 52(1), 157–173.
  • Hewitt, A. (2020). Exploring the practices of selecting and sequencing strategies for whole-class discussions. Doctoral Dissertation, University of North Carolina Greensboro]. ( Publication No. 28023711 ProQuest. https://doi.org/10.5951/jresematheduc.20.3.0242
  • Heyd-Metzuyanim, E., Nachlieli, T., Weingarden, M., & Baor, R. (2020). Adapting a professional development program for cognitively demanding instruction across shifting contexts‏. Educational Studies in Mathematics, 104(3), 385–403.
  • Heyd-Metzuyanim, & Shabtay, G. (2019). Narratives of ‘good’ instruction: Teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses. ZDM–Mathematics Education, 51(3), 541–554.
  • Heyd-Metzuyanim, E., Smith, M., & Bill, V. (2019). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics, 101(2), 273–289.
  • Heyder, A., Steinmayr, R., & Kessels, U. (2019). Do teachers’ beliefs about math aptitude and brilliance explain gender differences in children’s math ability self-concept? Frontiers in Education, 4(May), 1–11.
  • Hintz, A., & Tyson, K. (2015). Complex listening: Supporting students to listen as mathematical sense-makers. Mathematical Thinking and Learning, 17(4), 296–326.
  • Horn, I. S. (2012). Strength in numbers. Heinemann.
  • Inoue, N., Asada, T., Maeda, N., & Nakamura, S. (2019). Deconstructing teacher expertise for inquiry-based teaching: looking into consensus building pedagogy in Japanese classrooms. Teaching & Teacher Education, 77, 366–377.
  • Jackson, K., Garrison, A., Wilson, J., Gibbons, L., & Shahan, E. (2013). Exploring relationships between setting up complex tasks and opportunities to learn in concluding whole-class discussions in middle-grades mathematics instruction. Journal for Research in Mathematics Education, 44(4), 646–682.
  • Jaremus, F., Gore, J., Prieto-Rodriguez, E., & Fray, L. (2020). Girls are still being ‘counted out’: Teacher expectations of high-level mathematics students. Educational Studies in Mathematics, (2), 1–18‏. https://doi.org/10.1007/s10649-020-09986-9
  • Jones, S. (2005). The invisibility of the underachieving girl. International Journal of Inclusive Education, 9(3), 269–286.
  • Jones, S., & Myhill, D. (2004). Seeing things differently: Teachers’ constructions of underachievement. Gender and Education, 16(4), 531–546.
  • Kazemi, E., & Franke, M. (2004). Teacher learning in mathematics: Using student work to promote collective inquiry. Journal of Mathematics Teacher Education, 7(3), 203–235.
  • Keller, C. (2001). Effect of teachers’ stereotyping on students’ stereotyping of mathematics as a male domain. Journal of Social Psychology, 141(2), 165–173.
  • Klein, S., & Leikin, R. (2020). Opening mathematical problems for posing open mathematical tasks: what do teachers do and feel? Educational Studies in Mathematics, 105(3), 349–365.
  • Koichu, B. (2020). Problem posing in the context of teaching for advanced problem solving. International Journal of Educational Research, 102, 101428. https://doi.org/10.1016/j.ijer.2019.05.001
  • Lampert, M. (2001). Teaching problems and the problems of teaching. Yale University Press.
  • Lappan, G., Phillips, E. D., Fey, J. T., & Friel, S. N. (2014). Connected mathematics project (3rd ed.). Pearson Prentice Hall.
  • Larsson, M., & Ryve, A. 2011. Effective teaching through problem-solving by sequencing and connecting student solutions. University of Iceland Press: NORMA11 425–434.
  • Leder, G., & Forgasz, H. (2008). Mathematics education: New perspectives on gender. ZDM Mathematics Education, 40(4), 513–518.
  • Leedy, M. G., LaLonde, D., & Runk, K. (2003). Gender equity in mathematics: beliefs of students, parents, and teachers. School Science and Mathematics, 103(6), 285–292.
  • Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman, & B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129–145). Sense Publishers. https://doi.org/10.1163/9789087909352_010
  • Leslie, S. J., Cimpian, A., Meyer, M., & Freeland, E. (2015). Expectations of brilliance underlie gender distributions across academic disciplines. Science, 347(6219), 262–265.
  • Leyva, L. A. (2017). Unpacking the male superiority myth and masculinization of mathematics at the intersections: A review of research on gender in mathematics education. Journal for Research in Mathematics Education, 48(4), 397–433.
  • Livy, S., Downton, A., & Muir, T. (2017). Developing pre-service teachers’ knowledge for teaching in the early years: Selecting and sequencing. Mathematics Teacher Education and Development, 19(3), 17–35.
  • Louie, N. (2017). The culture of exclusion in mathematics education and its persistence in equity-oriented teaching. Journal for Research in Mathematics Education, 48(5), 488–519.
  • Lubienski, S. T., Ganley, C. M., Makowski, M. B., Miller, E. K., & Timmer, J. D. (2021). “Bold problem solving”: A new construct for understanding gender differences in mathematics. Journal for Research in Mathematics Education, 52(1), 12–61.
  • Lubienski, S. T., Robinson, J. P., Crane, C. C., & Ganley, C. M. (2013). Girls’ and boys’ mathematics achievement, affect, and experiences: Findings from ECLS-K. Journal for Research in Mathematics Education, 44(4), 634–645. https://doi.org/10.5951/jresematheduc.44.4.0634
  • Markovits, Z., & Forgasz, H. (2017). “mathematics is like a lion”: elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96(1), 49–64.
  • Meikle, E. (2014). Preservice teachers’ competencies to select and sequence students’ solution strategies for productive whole-class discussions. Mathematics Teacher Educator, 3(1), 27–57.
  • Mendick, H. (2005). A beautiful myth? The gendering of being/doing ‘good at maths. Gender and Education, 17(2), 203–219. https://doi.org/10.1080/0954025042000301465
  • Mendick, H. (2006). Masculinities in mathematics. McGraw-Hill Education.
  • Michaels, S., O’Connor, C., & Resnick, L. B. (2008). Deliberative discourse idealized and realized: accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283–297.
  • Mittelberg, D. (1999). Confidence in mathematics and its consequences: gender differences among Israeli Jewish and Arab youth. Gender and Education, 11(1), 75–92.
  • Mittelberg, D., Rozner, O., & Forgasz, F. (2011). Mathematics and gender stereotypes in one Jewish and one Druze grade 5 classroom in Israel. Education Research International. Article, ID, 545010. https://doi.org/10.1155/2011/545010
  • Myhill, D. (2002). Bad boys and good girls? Patterns of interaction and response in whole class teaching. British Educational Research Journal, 28(3), 339–352. https://doi.org/10.1080/01411920220137430
  • Nagy, G., Watt, H. M. G., Eccles, J. S., Trautwein, U., Lüdtke, O., & Baumert, J. (2010). The development of students’ mathematics self-concept in relation to gender: different countries, different trajectories? Journal of Research on Adolescence, 20(2), 482–506. https://doi.org/10.1111/j.1532-7795.2010.00644.x
  • Nasser, F., & Birenbaum, M. (2005). Modeling mathematics achievement of Jewish and Arab eighth graders in Israel: the effects of learner-related variables. Educational Research and Evaluation, 11(3), 277–302.
  • Nonbinary Hebrew Project (n.d.). https://www.nonbinaryhebrew.com/ Accessed August 1 2021
  • O’Connor, M. C., & Michaels, S. (1996). Shifting participant frameworks: orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning and schooling (pp. 63–103). Cambridge University Press.
  • Pang, J. (2016). Improving mathematics instruction and supporting teacher learning in Korea through lesson study using five practices. ZDM Mathematics Education, 48(4), 471–483.
  • Parks, A. N. (2010). Metaphors of hierarchy in mathematics education discourse: The narrow path. Journal of Curriculum Studies, 42(1), 79–97.
  • Perel, H. (2012). Guidelines for planning and analyzing mathematics lessons using a lesson study process. Ministry of Education, The State of Israel (Hebrew). Accessed 1 August 2021. http://cms.education.gov.il/NR/rdonlyres/001A72A9-0E1A-457D-A075-C3228E9EA7F0/130779/KavimManchim.pdf
  • Pinson, H. (2008). The excluded citizenship identity: Palestinian/Arab Israeli young people negotiating their political identities. British Journal of Sociology of Education, 29(2), 201–212.
  • Pinson, H., Feniger, Y., & Barak, Y. (2020). Explaining a reverse gender gap in advanced physics and computer science course-taking: an exploratory case study comparing Hebrew-speaking and Arabic-speaking high schools in Israel. Journal of Research in Science Teaching, 57(8), 1177–1198.
  • Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average-ability students: Comparing girls’ and boys’ achievement, self-concept, interest, and motivation in mathematics. Gifted Child Quarterly, 52(2), 146–159.
  • Rapp, J. (2015) Gender gaps in mathematics and language in Israel– what can be learned from the Israeli case? Working paper, National Authority for Measurement and Evaluation in Education. www.cms.education.gov.il.
  • Reinholz, D., & Shah, N. (2018). Equity analytics: A methodological approach for quantifying participation patterns in mathematics classroom discourse. Journal for Research in Mathematics Education, 49(2), 140–177. http://www.jstor.org/stable/10.5951/jresematheduc.49.2.0140
  • Robinson-Cimpian, J. P., Lubienski, S. T., Ganley, C. M., & Copur-Gencturk, Y. ((2014)Teachers’). perceptions of students’ mathematics proficiency may exacerbate early gender gaps in achievement. Developmental Psychology, 50(4), 1262–1281.
  • Rubel, L., & Ehrenfeld, N. (2020). Palestinian/Arab Israeli women’s experiences in mathematics education: an intersectional analysis. International Journal of Educational Research, 102. https://doi.org/10.1016/j.ijer.2020.101616
  • Sa’ar, A. (2006). Feminine strength: reflections of power and gender in Israeli- Palestinian culture. Anthropological Quarterly, 79(3), 397–431. https://www.jstor.org/stable/4150872
  • Sabbah, S., & Heyd-Metzuyanim, E. (2020). Integration of Arab female students at a technological university—Narratives of identity in figured worlds. International Journal of Science and Mathematics Education, 19(5), 977–996.
  • Sarouphim, K. M., & Chartouny, M. (2017). Mathematics education in Lebanon: Gender differences in attitudes and achievement. Educational Studies in Mathematics, 94(1), 55–68.
  • Sax, L. J., Kanny, M. A., Riggers‐Piehl, T. A., Whang, H., & Paulson, L. N. (2015). “But I’m not good at math”: the changing salience of mathematical self‐concept in shaping women’s and men’s STEM aspirations. Research in Higher Education, 56(8), 813–842.
  • Schoenfeld, A. H. (2016). Learning to think mathematically: problem solving, metacognition, and sense making in mathematics (Reprint). Journal of Education, 196(2), 1–38. https://doi.org/10.1177/002205741619600202
  • Sedova, K., & Navratilova, J. (2020). Silent students and the patterns of their participation in classroom talk in classroom talk. Journal of the Learning Sciences, 29(4–5), 1–36.
  • Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses, and mathematizing. Cambridge University Press.
  • Shah, N., & Crespo, S. (2018). Cultural narratives and status hierarchies: Tools for identifying and disrupting inequity in mathematics classroom interaction. In R. Hunter, M. Civil, B. Herbel-Eisenmann, N. Planas, & D. Wagner, (Eds.), Mathematical discourse that breaks barriers and creates space for marginalized learners. (pp. 23–37). https://doi.org/10.1163/9789463512121_002
  • Shaughnessy, M., Ghousseini, H., Kazemi, E., Franke, M., Kelley-Petersen, M., & Hartmann, E. S. (2019). An investigation of supporting teacher learning in the context of a common decomposition for leading mathematics discussions. Teaching and Teacher Education: An International Journal of Research and Studies, 80(1), 167–179.
  • Shimizu, Y. (1999). Aspects of mathematics teacher education in Japan: focusing in teachers’ roles. Journal of Mathematics Teacher Education, 2(1), 107–116.
  • Silver, E. A., Ghousseini, H., Gosen, D., Charalambous, C., & Strawhun, B. T. F. (2005). Moving from rhetoric to praxis: issues faced by teachers in having students consider multiple solutions for problems in the mathematics classroom. The Journal of Mathematical Behavior, 24(3–4), 287–301.
  • Silver, E. A., Leung, S. S., & Cai, J. (1995). Generating multiple solutions for a problem: A comparison of the responses of U.S. and Japanese students. Educational Studies in Mathematics, 28(1), 35–54.
  • Smith, M. S., & Sherin, M. G. (2019). The five practices in practice: Successfully orchestrating mathematical discourse in your middle school classroom. Corwin.
  • Smith, M. S., & Stein, M. K. (2011). 5 practices for orchestrating productive mathematics discussions. National Council of Teachers of Mathematics.
  • Snell, J., & Lefstein, A. (2018). “Low ability,” participation, and identity in dialogic pedagogy. American Educational Research Journal, 55(1), 40–78.
  • Stehr, E. M., He, J., & Nguyen, H. (2018). Selecting, sequencing, and connecting: using technology to support area measurement through tasks, strategies, and discussion. In L. Millsaps (Ed.) Proceedings of the interdisciplinary STEM teaching and learning conference, 2, 74–79.
  • Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313–340. https://doi.org/10.1080/10986060802229675
  • Sumpter, L. (2016a). Investigating upper secondary school teachers’ conceptions: Is mathematical reasoning considered gendered? International Journal of Science and Mathematics Education, 14(2), 347–362.
  • Sumpter, L. (2016b). ‘Boys press all the buttons and hope it will help’: Upper secondary school teachers’ gendered conceptions about students’ mathematical reasoning. International Journal of Science and Mathematics Education, 14(8), 1535–1552.
  • Tiedemann, J. (2000). Gender-related beliefs of teachers in elementary school mathematics. Educational Studies in Mathematics, 41(2), 191–207.
  • Tyminski, A. M., Zambak, V. S., Drake, C., & Land, T. J. (2014). Using representations, decomposition, and approximations of practices to support prospective elementary mathematics teachers’ practice of organizing discussions. Journal of Mathematics Teacher Education, 17(5), 463–487.
  • Wikigender (n.d.). https://www.wikigender.org/ Accessed August 1 2021
  • Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27(4), 458–477.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.