Abstract
Statement of the Problem
Although there is information on perceptions of math by older females, there is limited research on how young girls view themselves as related to math. In addition, there is little information on how girls perceive math methods/curriculum. Based on this lack of information, the primary purpose of this study is to investigate the self-perceptions of elementary age girls as math learners and to glean information about what components of the math program (curriculum, instruction, instructional context) shape these perceptions.
Sources of Data
Data was collected during a single administration of surveys during the spring of 2006. A sampling of second through fifth grade female students was administered multiple choice questions. The survey was divided into six areas: self-perceptions, gender roles, teacher questions, methods/curriculum, family perceptions, and peer groups.
Conclusions Reached
The survey data on self-perceptions shows that females are not as positive in their attitudes towards math as compared to English. However, they show interest in math and can benefit from additional mathematical supports. Changes in the teaching methods and curriculum need to be made to support females to reach their academic and career potential. If no changes occur in the mathematics curriculum, females will still be absent from advanced college mathematics and math related fields. This will continue to translate to a lack of women in the corresponding careers. Assisting them to meet their goals will in turn meet society's goals of gender equity and filling ever increasing numbers of technical positions.