Success in mathematics: Increasing talent and gender diversity among college majors

Determining the Extent to Which Program Structure Features and Integration Mechanisms Facilitate or Impede Doctoral Student Persistence in Mathematics

“…Despite this, other research conducted at the University of California Berkeley found that women constituted one fifth of those completing mathematics doctorates (Linn & Kessel, 1996). Whilst the majority of students interviewed were U.S. citizens, six students were international (three students were from China and the remaining were from Romania, Brazil and Canada).…”

An evaluation of the supplemental instruction program implemented in a first-year calculus course.

“…Gee (1996) defines discourse as composed of ways of talking and listening, acting and interacting, believing and valuing, and using the tools of the discourse to become part of a particular social identity. He also claims that discourses are mastered by enculturation into social practices associated with the discourse -lending itself well to Vygotskyian theory and to other theorists such as Sfard (2000), Linn & Kessel (1996), and Wells (2001a). For example, Sfard (2001) conceptualizes "knowing" mathematics as an ability to participate in mathematical discourse.…”

“…For example, Sfard (2001) conceptualizes "knowing" mathematics as an ability to participate in mathematical discourse. Linn and Kessel (1996) emphasize the need to provide social support for learners. They state that, "All learning takes place in a social context, so the goal is to structure social interactions to support all learners" (p. 127).…”

“…Scaffolding is a Vygotskyan concept and can be described as the various types of support that teachers/near peers need to provide in the process of supporting students as they learn to think. Scaffolding can be accomplished through directions, suggestions, and meaning making (LeFrancois, 1997;Linn & Kessel, 1996). Linn and Kessel also assert that scaffolding is a method to increase student success in mathematics.…”

“…Martin (1973) petitioned for a program that integrated reasoning and study skills with course content; not isolated from it (Martin & Arendale, 1992 It is these practices that are currently forefront on theories of learning and reflect theory by creating opportunity for discourse in the language of the discipline (Chapman, 1995;Gee, 1996;Kenney & Kallsion, 1994;Linn & Kessel, 1996;Steele, 2001;Wells, 2001b). Many of the guiding principles of SI, although arising out of practice, have a solid theoretical grounding.…”