MATH 192 - MATHEMATICS, GENDER, AND CULTURE SAMPLE SYLLABUS (1995 revision) John Kellermeier Department of Mathematics SUNY Plattsburgh Plattsburgh, NY 12901 Email: kellerjh@splava.cc.plattsburgh.edu Objectives: After taking this course the student will be able to: 1. Describe the political nature of mathematics and mathematics education. 2. Describe gender and race differences in mathematics and their sociological consequences. 3 Examine the factors influencing gender and race differences in mathematics. 4. Critically evaluate eurocentrism and androcentrism in mathematics. 5. Describe the role culture plays in the development and learning of mathematics. 6. Give examples of the historical role of women and people of color in mathematics. 7. Critically evaluate research on the relationship of gender and culture to mathematics and mathematics education. Course Requirements: 1. Attendance: Students will be allowed 2 unexcused absences only. Each unexcused absence over 2 will lower a student's final grade by two percentage points. To have an absence excused a student must receive permission from me either before the absence, or in case of emergency, before the next class. It is then the student's responsibility to ask for extra work to make up for the missed class. Excused absences will count for 1/2 absence. 2. Required Readings: Mathematics and Gender edited by Fennema and Leder Gender and Mathematics: An International Perspective edited by Burton A packet of readings. 3. Journals: (5 points each) Students are required to keep a journal. The purpose of this journal is to record your thoughts and feelings about the course and the material you are learning and to maintain communication between the instructor and the class. The journal entry should focus on the reading and class discussions of the previous week, giving your personal reactions to the material. In addition, you can use your journal to make any comments to me you wish about the course or anything else. Journals must be handed in on Tuesday of each week. Each week's entry must be of at least one page in length. Journals will be accepted late one class period only and will then be worth 3 points. In your first journal entry, tell me a bit about yourself, such as, why you are taking this course, what expectations you have of this course, what are your interests in this course, etc. 4. Reading Quizzes: (5 points each) Each class will begin with a short reading comprehension quiz covering all the readings assigned for that day. 5. Group Activities: (15 points each) Students will be placed in groups of 4-5 people four times throughout the semester. These groups will be given problems which require the development of a mathematical solution. Each group will then derive a solution and then write a summary describing their solution and the process they went through to derive the solution. Each student will also write a 1-2 page reaction paper to the group process describing how they contributed to the solution and how the group process worked. 6. Mathematical Autobiography: (20 points) Write a 2-3 page paper describing your experiences with mathematics throughout your life. Begin with your earliest memories of mathematics and continue up to the present. Think about your experiences both in and out of a formal classroom setting. Do not just describe what courses you have taken but also how you felt about and experienced mathematics. 7. Biography Paper: (30 points) Choose a mathematician (or cultural group of mathematicians) who are not white male. Research their lives. Write a 3-5 page paper describing the life of the person or persons you have chosen and their contribution to mathematics. Prepare a one page summary of your paper to use in a 3-5 minute presentation. 8. Ethnomathematics Project: (20 points) This project will require you to make or do some form of ethnomathematics for presentation in class. This must be an example of mathematics in a non-academic setting. For example you may wish to: Make an Incan quipu. Make a symmetric quilt square. Make an African board game such as wari. Your example of ethnomathematics will be presented in class. You will be required to hand in a one-page paper explaining the mathematics in your project. 9. Midterm Exam: (40 points) Take home midterm. 10. Final Exam: (80 points) Take-home final. Note: All papers, including the midterm and final exams, must be typed and will be graded for proper written English and spelling. Grades will be determined according to the following scale: Grade: A A- B+ B B- C+ C C- D+ D Percent: 90 87 83 80 77 73 70 67 63 60 Course Schedule Codes: R Readings list MG Mathematics and Gender edited by Fennema and Leder GM Gender and Mathematics: An International Perspective edited by Burton Class 1 Introduction Class 2 The Politics of Mathematics Worldmath Curriculum: Fighting Eurocentrism in Mathematics, Anderson (R) The Role of Mathematics Education in Building a Democratic and Just Society, D'Ambrosio (R) Understanding the Politics of Mathematical Knowledge as an Integral Part of Becoming Critically Numerate, Frankenstein (R) Justice, Equity, and Mathematics Education, Fennema (MG) Introduction, Burton (GM) Class 3 Ethnomathematics, Theoretical Basis Ethnomathematics and Education, Borba (R) The History of Mathematics and Ethnomathematics: How a Native Culture Intervenes in the Process of Learning Science, D'Ambrosio (R) Integrating Math with the Study of Cultural Traditions, Zaslavsky (R) World Cultures in the Mathematics Class, Zaslavsky (R) Class 4 Ethnomathematics, Women's Cultures Women as the First Mathematicians, Zaslavsky (R) Lunar Calendars from The Great Cosmic Mother, Sj & Mor (R) An Example of Traditional Women's Work as a Mathematics Resource, Harris (R) Common Threads - Mathematics and Textiles, Harris (R) Class 5 Mathematical Autobiographies Class 6 Gender and Race Differences Gender Differences in Mathematics: An Overview, Leder (MG) Minorities and Mathematics: The New Frontier and Challenge of the Nineties, Anderson (R) Race, Sex, Socioeconomic Status, and Mathematics, Reyes & Stanic (R) Class 7 Problem Day, Discussion of Group Activity Class 8 Gender and Race Differences Spatial Skills, Gender and Mathematics, Tartre (MG) Research into Practice: Gender and Race Equity in Primary and Middle School Mathematics Classrooms, Lappan (R) Language, Culture, and the Mathematics Concepts of American Indian Learners, Schindler & Davison (R) Class 9 Ethnomathematics, Contemporary American Culture Mathematics and Rollerblades, Silverman (R) The Practice of Arithmetic by American Grocery Shoppers, Murtaugh (R) The Reorganization of Arithmetic Practice in the Kitchen, de la Rocha (R) Class 10 Gender and Achievement Mathematical Achievement of Grade 12 Girls in Fifteen Countries, Hanna, Kundiger & Larouche (GM) Girls and Mathematics in Singapore: The Case of GCE 'O' Level Mathematics, Kaur (GM) True or False: Primary School Girls Do Badly at Maths, Tressou- Milonas (GM) Gender Differences in Mathematics Performance: A Meta- Analysis, Hyde, Fennema & Lamon (R) Class 11 Ethnomathematics, Pre-Columbian Central and South America Before the Conquest, Ascher (R) How to Make a Quipu from Code of the Quipu, Ascher & Ascher (R) Mayan Geometry, Morales (R) Chicanos Have Math in Their Blood: Pre-Columbian Mathematics, Ortiz-Franco (R) Class 12 Problem Day, Discussion of Group Activity Class 13 Biography Presentations Class 14 Biography Presentations Class 15 Ethnomathematics, Games Chance and Strategy in Games and Puzzles from Ethnomathematics, Ascher (R) Video Games for Math: A Case for "Kid Culture", Shirley (R) Games to Grow On from Africa Counts, Zaslavsky (R) The Game Played by Kings and Cowherds--And Presidents, Too! from Africa Counts, Zaslavsky (R) Class 16 Influences on Gender Differences So What Do We Do with the Poor, Non-White Female? Issues of Gender, Race, and Social Class in Mathematics and Equity, Campbell (R) What's a Nice Girl Like You Doing in a Math Class?, Campbell (R) Internal Influences on Gender Differences in Mathematics, Meyer & Koehler (MG) Attributions, Performance Following Failure, and Motivation in Mathematics, Kloosterman (MG) Class 17 Ethnomathematics, Africa Exploring Angolan Sand Drawings (sona): Stimulating Cultural Awareness in Mathematics Teachers, Gerdes (R) Historical Background from Africa Counts, Zaslavsky (R) Construction of Numeration Systems from Africa Counts, Zaslavsky (R) How Africans Count from Africa Counts, Zaslavsky (R) Taboos and Mysticism from Africa Counts, Zaslavsky (R) Class 18 Gender and the Classroom Gender and Classroom Practice, Leder (GM) 'They look at you in absolute horror': Women Writing and Talking about Mathematics, Isaacson (GM) Mathematics: Pleasure or Pain?, Rodgers (GM) Thoughts on Power and Pedagogy, Rogers (GM) Class 19 Problem Day, Discussion of Group Activity Class 20 Gender and the Classroom Classrooms, Teachers, and Gender Differences in Mathematics, Koehler (MG) Teacher/Student Interactions in the Mathematics Classroom: A different Perspective, Leder (MG) American Female and Male University Professors' Mathematical Attitudes and Life Histories, Taylor (GM) Class 21 Ethnomathematics, Geometry and Space On Culture, Geometrical Thinking and Mathematics Education, Gerdes (R) Europe's Mystery People, Hadingham (R) Connecting the Ethnomathematics of Carpet Layers with School Learning, Masingila (R) People Who Live in Round Houses, Zaslavsky (R) Symmetry in American Folk Art, Zaslavsky (R) Geometric Form and Pattern in Art from Africa Counts, Zaslavsky (R) Class 22 Gender and the Curriculum Curriculum Development and Gender, Verhage (GM) Humanizing Calculus: A Case Study in Curriculum Development, Barnes & Coupland (GM) Women and Maths in Australia: A Confidence-building Experience for Teachers and Students, Marr & Helme (GM) Class 23 Gender, Race and Curriculum Inclusion Incorporating Race, Gender and Class Issues into a Critical Mathematical Literacy Curriculum, Frankenstein (R) Writing Word Problems That Reflect Cultural Diversity, Kellermeier (R) Queer Statistics: Using Lesbigay Word Problem Content in Teaching Statistics, Kellermeier (R) Class 24 Gender, Race and Pedagogy Sharing Meanings in Mathematics: An Approach for Teachers, Buerk (R) Feminist Pedagogy in Teaching General Education Mathematics: Creating the Riskable Classroom, Kellermeier (R) A Feminist Approach to the Introductory Statistics Course, Ayers-Nachamkin (R) Class 25 Problem Day, Discussion of Group Activity Class 26 Ethnomathematics, Native Americans Does Indian Math (Still) Exist? Leap (R) Norman, MacPherson (R) Mathematics-like Principles Inferred from the Petroglyphs, Moore American Indians, Mathematical Attitudes, and the Standards, Taylor, Stevens, Peregoy, & Bath (R) Class 27 Ethnomathematics Presentations Class 28 Ethnomathematics Presentations BIBLIOGRAPHY History and Biography Alic, M., Hypatia's Heritage, Boston: Beacon Books, 1986. Arndt, A., Al-Khwarizmi. Mathematics Teacher, V76, N9, p668-670, 1983. Dalmedico, A., Sophie Germain, Scientific American, p117-122, Dec 1991. Dugard, P., Women in Mathematics, Mathematical Spectrum, V25, N4, p97-105, 1992. Granville, E., My Life As a Mathematician, Sage, V6, N2, p44-46, Fall 1989. Gray, M., The Association for Women in Mathematics--A Personal View, The Mathematical Intelligencer, V13, N4, p6-11, 1991. Grinstein, L., & Campbell, P., (eds), Women of Mathematics: A Biobliographic Sourcebook, New York: Greenwood Press, 1987. Joseph, G., Crest of the Peacock: Non-European Roots of Mathematics, London: I.B. 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Schindler, D. & Davison, D., Language, Culture, and the Mathematics Concepts of American Indian Learners, Journal of American Indian Education, V24, N3, p27-34, Jul 1985. Taylor, L., Stevens, E., Peregoy, J. Bath, B., American Indians, Mathematical Attitudes, and the Standards, Arithmetic Teacher, V38, N6, p14-21, Feb 1991. Wall, K. & Scott, M., Using Native American Dice Games to Teach Mathematics Concepts, The Tower Review, V7, N2, p18-23, Fall 1990. Ethnomathematics and Australia and New Zealand Ascher, M., Mu Torere: An Analysis of a Maori Game, The Mathematics Magazine, V60, N2, p90-100, Apr 1987. Graham, B., Mathematical Education and Aboriginal Children, Eduational Studies in Mathematics, V19, p119-135, 1988. Hunting, R., Mathematics and Australian Aboriginal Culture, For the Learning of Mathematics, V7, N2, p5-10, 1987. 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