Girls' Construction of Mathematical Discourse in Single-Sex and Coeducational Classroom Environments
Date of Award
May 2020
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education and Human Development
Committee Member
S. Megan Che
Committee Member
Carlos Nicolas Gomez
Committee Member
Andrew Tyminski
Committee Member
Susan Cridland-Hughes
Committee Member
William Bridges
Abstract
This study seeks to examine and illuminate the ways in which girls in middle grades single-sex and coeducation mathematics classrooms construct mathematical Discourse. I implement a holistic case study design by providing an in-depth description of how girls engage in constructing mathematical Discourse both with other students and their teacher. There are two bounded settings within this study: an all-girls sixth grade mathematics classroom and a coeducational sixth grade mathematics classroom. The four individual cases for this study are Maria and Leah (Single-Gender) and Nautica and Jordan (Coeducation). The findings from this study suggest girls in middle grades
mathematics single-gender and coeducation classrooms construct mathematical Discourse (Moschkovich, 2003) through engaging in written, spoken, acted, listening, and interacted (Gee, 1999) mathematical Discourse (Moschkovich, 2003). Additionally, I found very similar types of mathematical Discourse (Moschkovich, 2003) and positionings in the single-gender and coeducational mathematics classroom.
Recommended Citation
Brittain, McKenzie Hoxit, "Girls' Construction of Mathematical Discourse in Single-Sex and Coeducational Classroom Environments" (2020). All Dissertations. 2630.
https://tigerprints.clemson.edu/all_dissertations/2630