Teaching Methods: Math traditionally is taught using memorization as the primary means of learning math techniques. Gender Bias: Researchers David and Myra Sadker found that teachers provide feedback to female students in a nonspecific manner compared with specific feedback provided to male students. Specific feedback in the form of praise, correction or assistance, along with allowing boys more time to solve problems, fosters greater confidence and competence in male math students. Curricula bias favors the learning style of boys compared with the more cooperative and hands-on style preferred by the majority of female students.
Tradition: Teachers in primary school classrooms teach math as a set of rules to be learned and calculations to be manipulated. Current Views: Research indicates that students develop a sense of mathematical relevance and competence when math is taught in a problem-solving, inquiry-oriented environment. In this type of environment, the teacher and other students are co-discoverers, and problems are related to real-life situations. The greater the application to the student's life, the more quickly the student is able to conceptualize the problem and find its solution.
Female Teachers: Ninety percent of primary school teachers are female. Therefore, the attitude of female teachers toward math and their feelings of competency in teaching math has a significant impact on the population of primary school students. Math Anxiety: Sian L. Beilock and fellow researchers found that primary level teachers are not adequately trained to teach math. Further, female primary school teachers score high on math anxiety. Beilock says "more care needs to be taken to develop strong math skills and more positive math attitudes in these educators."
Problem Solving: Students learn math concepts through solving problems. Math procedures are tools to be used to solve real-world problems. Teacher Feedback: Focus on the student's misunderstandings, rather than wrong answers. Offer suggestions. Ask questions. Conditional Reasoning: Promote problem-solving through construction of "if-then" statements. Scaffolding: Provide enough support to keep the student progressing through the solving of a problem, but leave room for the student to explore and discover.