The Calculus of Differences: Effects of a Psychosocial, Cultural, and Pedagogical Intervention in an All Women's University Calculus Class

Autor/inn/en	Steele, Diana F.; Levin, Amy K.; Blecksmith, Richard; Shahverdian, Jill
Titel	The Calculus of Differences: Effects of a Psychosocial, Cultural, and Pedagogical Intervention in an All Women's University Calculus Class
Quelle	In: Mathematics Education Research Journal, 17 (2005) 3, S.22-44 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	Calculus; Intervention; Mathematics Instruction; Self Esteem; Mathematics Achievement; College Students; Case Studies; Student Attitudes; Scaffolding (Teaching Technique); Womens Education; Gender Issues; Research Methodology; Program Effectiveness; Individual Development; United States + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; Self-esteem; Selbstaufmerksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Collegestudent; Case study; Fallstudie; Case Study; Schülerverhalten; 'Women''s education'; Frauenbildung; Geschlechterfrage; Research method; Forschungsmethode; Individuelle Entwicklung; USA
Abstract	The purpose of this study was to investigate the ways in which a multi-layered women's calculus course influenced the participants' learning of mathematics. This study, conducted in a state university in the Midwestern region of the United States, revealed not only that women in this particular section of calculus were likely to select careers that involved mathematics, but that the focus on peer support, psychosocial issues such as self-confidence, and pedagogy helped the young women overcome gender barriers, as well as barriers of class, poverty, and race. In this article we provide some of the relevant quantitative statistics and relate the stories of two particular women through excerpts from interviews, student artefacts, and participant observation data. We selected these young women because they faced multiple barriers to success in Calculus I and might not have completed the course or taken additional mathematics courses without the support structures that were fundamental to the course. (Contains 3 tables.) (Author).
Anmerkungen	Mathematics Education Research Group of Australasia. MERGA-GPO Box 2747, Adelaide, South Australia 5001, Australia. Web Site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10