New Book Challenges Educators to Improve Mathematics Instruction

Bloomington, Ind. (March 1st, 2019)— In Making Sense of Mathematics for Teaching Girls in Grades K–5—published by Solution Tree—authors Thomasenia Lott Adams, Taylar B. Wenzel, Kristopher J. Childs and Samantha R. Neff detail how to improve the teaching and learning of mathematics for girls in classrooms and across districts.

Part of the Making Sense of Mathematics for Teaching series, this book highlights the gender achievement gap in mathematics that is present across the United States and offers mathematics teachers, mathematics coaches and school and district administrators practical steps to eliminate this inequity, starting in grades K–5.

“When there is one instance in which girls do not receive support to achieve in mathematics in the same ways as boys do, this is one instance too many,” explain the authors in the book’s introduction. “Whether the achievement gap is real or perceived is not the issue. The fact of the matter is there are girls in our schools who are not engaging, excelling, or both to their potential in mathematics. We have an opportunity and responsibility to improve on this issue.”

Adams, Wenzel, Childs and Neff present their research and recommendations in four succinct chapters. Specifically, each chapter answers one of four questions:

1. What do educators know (or think they know) about girls learning mathematics?
2. Why do perceptions about mathematics and girls learning mathematics matter—whether held by teachers, girls or others?
3. What possibilities of actions and activities might promote girls’ success in mathematics?
4. How might priorities support and strengthen girls’ experiences as learners of mathematics?

A variety of pedagogical features are incorporated throughout to help clarify the presented information and ideas. Chapters include companion videos that show real classroom teachers modeling recommended techniques, as well as reflection activities, short exercises and further reading recommendations.

Matt Larson, the past president for the National Council of Teachers of Mathematics, encourages all mathematics educators to read the resource, stating, “In this invaluable book, Adams, Wenzel, Childs and Neff provide specific instructional actions teachers and leaders can take to improve the classroom experiences of girls, cultivate female students’ positive mathematical identity and empower girls to learn, do and use mathematics. This book will challenge both your beliefs and practices. I highly recommend it to anyone who cares about reaching each and every student.”

Making Sense of Mathematics for Teaching Girls in Grades K–5 is now available to order at SolutionTree.com.

About the Authors

Thomasenia Lott Adams, PhD, a professor of mathematics education, is associate dean for research and faculty development in the College of Education at the University of Florida.

Taylar Wenzel, EdD, is a faculty member in the College of Education and Human Performance at the University of Central Florida, where she teaches undergraduate and graduate courses in elementary education.

Kristopher J. Childs, PhD, is a mathematics educator focused on inspiring change through mathematics. His work centers on helping educators understand and teach mathematics effectively.

Samantha R. Neff is an elementary mathematics instructional coach. She works with teachers, students, parents and administrators to enhance the teaching, learning and assessing of mathematics to improve student achievement.

Learn more about Solution Tree.