Most parents and many teachers believe that if middle-school and high-school girls show no interest in science or math, there's little anyone can do about it.
About TIMSS Advanced 2008 - 0 views
Mathematics Education Directory - 0 views
The child's understanding of number - 0 views
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A classic, by Gelman and Gallistel!
Theories of Mathematics Education - 0 views
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An upcoming book that appears to become an important contribution to the field of mathematics education research!
EERA: 24. Mathematics Education Research - 0 views
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New network of mathematics education research within EERA.
EERA: Welcome to EERA - 0 views
How Do We Learn Math? - 1 views
Early Algebra Home - 0 views
Educational Designer - 0 views
PME33 - Thessaloniki 2009 - 0 views
Towards new documentation systems for mathematics teachers? - 1 views
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Article in Educational Studies in Mathematics
10 Remarkable Female Mathematicians | Math-Blog - 0 views
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Introduction to some of the greatest female mathematicians of all time
YouTube - The Work of Teaching and the Challenge for Teacher Education - 0 views
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Presentation of Deborah L. Ball at Vanderbilt University.
Tracking the reasons many girls avoid science and math - 0 views
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"The relationship between confidence and interest is close," says Fouad. "If they feel they can do it, it feeds their interest."
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Self-efficacy is not the only important factor for girls, the study uncovered. Results point to a complicated issue, says Fouad. For one thing, math and science cannot be lumped together when designing interventions because the barriers and supports for each discipline are not the same.
Concrete examples don't help students learn math, study finds - 0 views
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college students
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“The belief in using concrete examples is very deeply ingrained, and hasn’t been questioned or tested.”
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“It is very difficult to extract mathematical principles from story problems,” Sloutsky added. “Story problems could be an incredible instrument for testing what was learned. But they are bad instruments for teaching.”
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Review of a study concerning the use of concrete examples in mathematics teaching.
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