“The Girls and Math Problem” An Exploration of Middle School Girls’ Confidence in the Mathematics Classroom: A Teacher Perspective

Women in mathematics has been a topic of discussion for several decades. In North America, it was observed that middle school aged girls display low interest and confidence in their ability to perform in the mathematics classroom regardless of their academic ability. This study seeks to determine the social factors as observed by teachers relating to the declining confidence and limited interest in math amongst girls, and to draw comparisons to the existing body of research for girls in middle school. This study explores teacher observations in their single gender and co-educational classrooms through qualitative research; semi-structured interviews. Findings indicate that, while ability is not an issue, confidence remains an observed problem. The influence of parents on girls’ confidence is strong, which can be more influential than those of peers in certain situations. Single gender mathematics classrooms can also be used to meet the different learning needs of boys and girls. Role models and on-going school-wide initiatives which promote mathematics as enjoyable and accessible can encourage girls and boys. Implications broadly focus on the systematic spread of this issue, given the history of gender equity research and the bias in which a teacher could bring to the classroom