Document Type
Paper presentation
School Name
De La Salle University Senior High School
School Code
ARCH00026
Abstract / Executive Summary
Tackling gender disparities in mathematics education is essential for promoting equity and inclusion in the classroom. This study examines teachers' experiences in implementing a gender-responsive pedagogy to transform their math classrooms. The findings resulted in the development of a three-phase framework designed to cultivate a thriving math classroom environment for all students. The framework focuses on (1) empowering individual learners by fostering a growth mindset and personalized instruction, (2) establishing a supportive classroom system through the GENDER mnemonic strategy, which emphasizes addressing gender needs and creating a more equitable learning environment, and (3) encouraging continuous improvement. The analysis indicates the framework’s potential to empower learners and establish a supportive and gender-responsive classroom system. Recommendations for future research are provided, outlining areas for further investigation to enhance the framework’s effectiveness and inform its broader implementation in creating equitable and engaging math classrooms for all.
Keywords:
continuous improvement, gender bias, inclusive math classroom, teacher experiences, three-phase framework
Transforming the Math Classroom: Exploring Teachers’ Experiences in Implementing a Gender-Responsive Pedagogy
Tackling gender disparities in mathematics education is essential for promoting equity and inclusion in the classroom. This study examines teachers' experiences in implementing a gender-responsive pedagogy to transform their math classrooms. The findings resulted in the development of a three-phase framework designed to cultivate a thriving math classroom environment for all students. The framework focuses on (1) empowering individual learners by fostering a growth mindset and personalized instruction, (2) establishing a supportive classroom system through the GENDER mnemonic strategy, which emphasizes addressing gender needs and creating a more equitable learning environment, and (3) encouraging continuous improvement. The analysis indicates the framework’s potential to empower learners and establish a supportive and gender-responsive classroom system. Recommendations for future research are provided, outlining areas for further investigation to enhance the framework’s effectiveness and inform its broader implementation in creating equitable and engaging math classrooms for all.
