For seventeen of my twenty years in teaching, I have had the privilege of teaching in single sex girls’ schools. The environment for learning is vastly different and mixed settings, in my opinion, are significantly less positive for girls.
Not everyone arrives in a secondary mathematics classroom feeling full of confidence and enthusiasm for mathematics. So, my focus, in those early lessons as girls begin their mathematical journey is to encourage them to enjoy themselves. There are many elements which play a part in that journey. Mathematics, often seen as a daunting subject, can become an engaging and enjoyable experience. Utilizing humour, interactive activities and games can play a significant role in fostering positive attitudes towards mathematics in girls’ education.
Humour is a powerful tool in education, breaking down barriers and creating a relaxed learning environment. In mathematics, where anxiety can be high, levity can alleviate stress and make learning more enjoyable. Use of humour in the classroom can enhance student engagement and retention of material. When girls laugh and enjoy their mathematics lessons, they are more likely to participate actively and develop a positive association with the subject. Happy students make successful learners.
One of the trade secrets in my career as a teacher of mathematics has been the use of bingo as a teaching tool. Bingo is a versatile game that can be adapted to various educational purposes, lending itself particularly well to mathematical topics. This interactive approach turns maths practice into a fun and competitive game, motivating students to engage with the material and can reinforce prior learning, introduce new concepts, or assess how well students have understood topics taught in the lesson. Implementing mathematics bingo in the classroom can be particularly beneficial for girls, as it combines social interaction with learning. Girls often thrive in collaborative environments, and bingo allows them to work together, discuss strategies, and support each other. This collaborative spirit can boost their confidence and interest in mathematics.
Encouraging students to create their own mathematical bingo can also provide an interesting window into the areas of mathematics that the girls are interested in or more confident with and can help develop creative mathematical thinking and deeper understanding. This student-driven approach can not only make the activity more engaging, but it allows girls to take ownership of their learning, increasing their confidence and interest in mathematics.
In conclusion, fostering positive attitudes towards mathematics in girls’ education is crucial for closing the gender gap in STEM fields. By incorporating humour and using some interactive activities like bingo, a supportive and enjoyable learning environment develops. Humour reduces anxiety and makes mathematics more approachable, while bingo provides a collaborative and engaging platform for practicing math skills. Together, these simple strategies can transform the way girls perceive and interact with mathematics, encouraging them to pursue further studies and careers in STEM. As we continue to innovate and adapt our teaching methods, humour and interactive games are essential tools in making mathematics a fun and positive experience. This approach not only enhances learning but also empowers my students to embrace mathematics with confidence and enthusiasm.
Article by Mrs Clea Rodgers, Teacher of Mathematics, Portsmouth High School, GDST
