| To prepare students for college and careers, the Common Core Mathematical Practice Standards propose teachers engage students in classroom discourse where they make sense of mathematics by working collaboratively and communicating their thinking. How boys and girls engage in discourse was examined with the aim of promoting equity and student growth in mathematics, because even though the gender achievement gap in mathematics is narrowing, fewer females are choosing to study or pursue careers in the fields of science, technology, engineering, or mathematics (STEM). Research has explored what actions teachers can take during discourse to ensure students have equitable access to knowledge, such as by creating a positive climate and asking good questions, yet this study investigated students' contributions and gender preferences toward learning mathematics in discourse communities. The purpose of this qualitative study was to describe the opportunities present for student discourse, and students' contributions by gender in three on-level and three advanced middle-level mathematics classrooms in one Midwest suburban school district. The number and type of verbal contributions were qualified by student participation. Eighteen observations of middle school classrooms and 20 student interviews were used to qualitatively explore how and why boys and girls participate the way they do. |
