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Article
Positive turning points for girls in mathematics classrooms: Do they stand the test of time?
Teacher Education
  • Kathleen Jablon Stoehr, Santa Clara University
  • Kathy Carter
Document Type
Conference Proceeding
Publication Date
11-1-2012
Publisher
PME-NA
Disciplines
Abstract
The purpose of this study is to examine the equity issue in mathematics from perspectives not traditionally included in equity claims. This study offers a close up view of personal experiences that female preservice teachers have encountered in their own journey as students of mathematics as well as how they make sense of their experiences, especially as they learn to teach. Different themes that arise in this issue of mathematics equity were examined in a study conducted by Stoehr and Carter (2011). This paper extends the previous study by examining and discussing the data-derived theme that centers on girls who experienced positive turning points in mathematics.
Editor
Laura R. Van Zoest
Jane-Jane Lo
James L. Kratky
Comments

Thirty-Fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
November 1 – 4, 2012
Kalamazoo, Michigan

Citation Information
Stoehr, K. & Carter, K. (2012). Positive turning points for girls in mathematics classrooms: Do they stand the test of time? In Van Zoest, L.R., Lo, J. J., & Kratky, J. L. (Eds.). Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, p.765–768. Kalamazoo, MI: Western Michigan University.