Impact of a Girls Mathematics and Technology Program on Middle School Girls' Attitudes Toward Mathematics PDF
2003, Vol. 13, No. 2, 32-37
This research investigated the impact of an all-female, non-school-based mathematics program on middle-school-aged girls’ attitudes towards mathematics. Girls who attended a Girls Math and Technology Program for two consecutive years completed the Modified Fennema-Sherman Mathematics Attitude Scale before and after attending the program. Confidence scores increased significantly, whereas score increases in perceived usefulness of mathematics and perceived teachers’ attitudes toward the girls in mathematics were not significant. (The "mathematics as a male domain" subscale was not assessed due to a low reliability score.) Race and community background factors did not significantly affect the girls’ scores. Implications of findings and key program features are discussed.
About the Authors:
Melissa A. DeHaven teaches third grade at Smithridge Elementary School in the Washoe County School District in Reno, Nevada. She recently completed her master's degree in elementary education with an emphasis in mathematics at the University of Nevada, Reno.
Lynda R. Wiest is an Associate Professor of Mathematics Education at the University of Nevada, Reno. Her professional interests include K-8 mathematics education, educational equity, and teacher education.
Last modified: 30 July 2012.
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