Critical Examination of Ways Students Mirror the Teacher’s Classroom Practice: What Does It Mean to be Successful at Mathematics?

Abstract

IntroductionResearch shows that there is no significant gap of inherent cognitive ability between boys and girls (Campbell, 1995; 1997; Hyde et al., 2008). Although girls' latent mathematical intuition and skills are not in question, concern still remains about their underrepresentation in science, technology, engineering, and mathematics (STEM) fields (Clewell & Campbell, 2002; Boaler, 2010; Hyde et al., 2008; Dasgupta & Stout, 2014; Gamse et al., 2014; MacPhee et al., 2013).Researchers have examined learning environment and how girls are taught to explain discrepancy of performance found between boys and girls at higher grades (Fennema & Carpenter, 1998; Boaler, 2002; Clewell & Campbell, 2002; Battey & Kafai, 2007). Fennema et al. (1998) argued that a difference exists between girls and boys regarding particular methods used for solving mathematics problems; more specifically, girls used more taught strategies than boys, and boys used more invented algorithms than girls.Essentializing this issue by calling it the girl (Campbell, 1995) begs a solution to problem of closing STEM gender gap. The authors of study dismiss notion of a problem with girls themselves and inquire why academically female students still opt out of STEM-based careers. Pajares (1992) argued that type of mathematics classroom environment teacher provides for students can contribute to student beliefs about mathematics, and these beliefs cemented early in schooling will be difficult to change and may serve as lifelong beliefs about mathematics. In particular, teacher influences students to conceptualize success in classroom. For example, girls who follow rules of classroom more closely than boys do, especially in mathematics, will likely be influenced by teacher's conception of norm of success so that they can rate themselves according to that norm used by teacher and by school system at large (Boaler, 2010; Hyde, Fennema, Ryan, Frost, & Hopp, 1990; Hyde, Lindberg, Linn, Ellis, & Williams, 2008).Currently there are many studies examining nature, role, and impact of teachers' mathematical beliefs in instruction. The field has recognized that it is important work to examine how teachers, schools, and larger society influence learner behaviors and affect girls' learning of mathematics and science-especially who have a major influence on schooling experience of children (Perry, Howard, & Tracey, 1999; Barkasas & Malone, 2005). However, there are few studies that illustrate ways teacher' belief influences girls with high socioeconomic status through multiple dimensions of their conceptualization of mathematics. Girls' school experiences could shape their decisions about future careers, so way a teacher conducts his or her class has great impact on those decisions; therefore, it is crucial that and school systems identify current norm of success and mathematics success in classrooms and reflect upon experiences of girls with fewer advantages during schooling and those who avoid choosing a future career in STEM.In this paper, authors analyze views of mathematics held by a teacher in a suburban area in Southwest of United States and view of mathematics his female students demonstrated. We used term teacher to indicate a mathematics classroom teacher who is perceived by administrators and students; and students to indicate those who are performing high academically in school and school system. In essence, authors aimed to find answers why female students in secondary mathematics classrooms who are taught by successful teachers and who have cultural capital to continue studying with fewer obstacles than peers from high-poverty urban schools still opt out of STEM-based careers. …