Gender Differences in Math? Yes and No.

Two reports this month seem to support that idea that, yes, there are gender differences in math performance, and no, those performance differences aren't related to any genetic differences between men and women. In early January researchers who examined TIMSS and PISA data reported little worldwide gender difference in math ability. However, the study did find differences in select nations, particularly those that had few female role models in research and math-associated positions. Another study released this week supports the importance of role models and self-fulfilling expectations. A group from the University of Chicago reported that female elementary teachers' personal anxiety about math transferred to their female students. Girls, it seems, do worse in math when they are expected to do worse. That's a problem we can and should correct, but it will take a big attitude shift. Let's get on it!

http://www.flickr.com/photos/wwworks/ / CC BY 2.0

The Math Mom: Inspiring Number Love

I discovered The Math Mom blog this morning while flipping through the Boston Globe. The article featured Maria Lando, who launched the blog two years ago to encourage other parents—especially moms—to love math and to pass that love to their children. She provides fun stories and family puzzles (with prizes!). She muses about math’s intersection with life, including the math of happiness and how she explained negative numbers to her six-year-old.

Just thought I’d share—it’s a fun read!

Digital and social media use on the rise for K-12 teachers

Use of digital media and social networks are on the upswing among K-12 teachers, according to a report that Grunwald Associates LLC, a consulting firm, and PBS released this month.

Below are some insights from the survey, which included the views of 1,418 teachers.

• 76% of educators say they use digital media, up from 69% in 2008. Of those, 64% use it at least once a week.

• 66% of teachers report that their students prefer digital media over other types of instruction.

• Teachers increasingly access video online. 72% reported they stream or download content from the Internet, up from 65% in 2008. A majority of teachers are more likely to use video segments rather than entire programs, with average segment lengths of about five to 10 minutes.

• Teachers value many different types of digital media, with games and activities for students to use in school topping the list. Teachers also increasingly value student-produced multimedia, student-created Web sites, blogs, and social media communities.

• 25% of educators say they belong to an online community specifically for teachers. 

What would have been interesting to see is if and how these results differ among various populations, such as elementary vs. middle vs. high school teachers. Or math(!) vs. history vs. language arts teachers. Nevertheless, it's a reminder about the importance of taking advantage of digital media and social media in education. A teacher who visited our office for a chat told us that one of his students even wrote an essay on his phone! I personally think it'd be a hit if students can do math homework problems on the phone while on a bus, waiting in line, etc.

And to tack onto this report, I just wanted to share this catchy "Social Media Revolution" YouTube clip that was shown at our company meeting:

What do you think is the primary reason teachers are increasingly using digital and social media?

Thank Phineas Gage

A new journal, BrainWorld, with interesting articles connecting neuroscience and education, just launched, and the editors should probably thank Phineas Gage for getting the whole mind/brain movement started way back in 1848. Gage, while working on a railroad in Vermont, fell victim to an accidental explosion that sent an iron rod into and out of his skull. He survived, but he was a changed man (who wouldn't be?). Gage went from being a sweet family man to someone of ill temper and foul language. The incident prompted an examination of the connection between brain damage and behavior that continues today. (You can read a bit more about Gage in Smithsonian Magazine.)

Fortunately, today we don't have to wait for brain traumas to explore brain function. New technologies allow us to explore normal brain function as it happens. And BrainWorld is a new place to read about that research in a very accessible format. I recommend three pieces in particular from the current issue: a conversation with John Medina, author of Brain Rules, and interviews with Howard Gardner (of multiple intelligences fame) and neuroscientist/musician Daniel Levitin (one of my favorites).

 

Photo Credit: From the collection of Jack and Beverly Wilgus

Kids help Scholastic develop math games

Before the holidays, a group of middle school kids tested out math game prototypes in our office. We took some serious notes!

What I love about kids is their faces are often open books, filling the room with giggles, smiles, rolled eyes, and sighs. We saw them fly through levels, racking up points and awards, often typing faster than the software can process! Don’t underestimate those speedy fingers (and brains!). We saw them click past the instructions page within a split second. The team took note to develop more visual instructions—and use less words—so that kids don’t have to click aimlessly before getting to their “a-ha, I know how to play this!” moment.

Our kid crew reinforced our inklings that challenge is good. They were puzzled about getting the highest award after not solving every problem perfectly. They called that weird. And so, they went on to give us advice on how to not have such a weird reward system, providing tips on how to make the games harder. Dock often talks about research that shows kids get more satisfaction, including biological rewards, from struggling to accomplish something. They don’t always want the easy way out, which is encouraging for education. We comb through stacks of research here, but it’s always nice to listen to students put in their two cents.

Photo credit: Afoshee1020 at en.wikibooks CC-BY-SA-2.5.

New Year's Resolutions

Creating New Year's resolutions is one of my favorite activities. Reading more is always on my list, as it is for many people. We decided to survey some of our staff to find out what education books influenced them the most during the past year. Below are eight great books that will give you perspectives on teaching, math, neuroscience and much more. Let us know what you think.

What education-related books would you add to this list?

 

Math Education:

What's Math Got to Do with It? by Jo Boaler

Number Sense and Number Nonsense by Nancy Krasa, Ph.D., & Sara Shunkwiler, M.Ed.

Math Doesn't Suck by Danica McKellar

 

Education:

Powerful Learning by Linda Darling-Hammond

Global Achievement Gap by Tony Wagner

 

Neuroscience:

How We Decide by Jonah Lehrer

Brain Rules by John Medina

Why Don't Students Like School by Daniel Willingham

 

Photo credit: http://www.flickr.com/photos/optical_illusion/ / CC BY 2.0