School Barrier: Ineffective teaching methods in math &science

	BARRIERS	SUPPORTS
	Family members lack knowledge base in math & science; provide little help Little encouragement in math/science Low aspirations or expectations for success in math/science Maternal math anxiety transmitted to daughter	Family has knowledge base in math and science; provide sufficient help Encouragement from family to do well in math/science Support & high expectations for success in math/science career choices Paternal encouragement is critically important
	Ineffective teaching methods in math &science Little/no encouragement from teachers in math/science Teachers unwilling to provide extra help in math/science Not challenged in math/science classes Inadequate academic preparation in math/science Poor learning environment (disruptive) in math/science courses Sexism	Effective math/science teaching methods Encouraging science and math teachers Math/science teachers quick to help when needed Challenging math/science coursework Exposure to math & science enrichment (tutors, mentors, special programs)
	Disconnect between professions they considered and perceived need for math/science Lack of understanding of preparation for various careers Inadequate, incomplete, and misinformation from counselors about careers Active discouragement at all educational levels	Counselors provide clarity to career path & appropriate information (courses needed; structure and path to science/math majors and careers) School professionals engaged in student math and science career goals Access to online structured career plans (e.g., VCC) Active encouragement of STEM careers
	Social comparisons; judge science/math ability in relation to other students Peer group not involved in math/science Lack of success in math/science to avoid peer rejection, tokenism, and stereotype threat. Lack of and/or negative exposure to math/science role models of same gender and/or ethnicity (family, peers, school, society, media) Gender stereotyping (Males viewed as superior in math/science)	Perceived as competent in math & science by social group Peer group involved in math and science Strong female role models in math and science Discuss math/science career aspirations with social group Egalitarian gender role perspectives
	Low math/science self-efficacy Lack of interest in math/science Misconceptions about workload/level of difficulty of math/science courses Lack of initiative to seek out resources/help in math/science Lack of understanding of real-world applications of math/science	High math/science self efficacy Resilience-willingness to work hard in math & science Obtained mastery experiences in math/science Able to see application of math/science in career Has identified math/science career goal

Menu: Explanation Illustration Intervention

Level: General Middle School High School Undergraduate

Text:

"I remember in my 6th grade, one teacher, she yelled a lot at us if we didn't understand it. She'd yell a lot…If you got something wrong and you like couldn't understand, she'd basically…yell, like, " Oh my god, how could you not understand it?"

“On our new stuff, like math it's really hard. And I don't like doing things by myself. I'd rather have kind of a partner involved and helping me out.”

"We have a really big class and not a lot of one-on-one time. It's not her fault but the circumstances."

"Tell her to stop talking so much. It's so monotonous and blah."

"She's like a small teacher, so she just goes fast and tries to get her lesson in. And then, if we understand it, then that's good, and if we don't she'll do it again."

"Show less videos. I know people love videos, but I don't, watching the same videos over and over again with the same information."

"They don't always answer what you asked. It's circular reasoning. They are pompous and think they know everything."

"My advanced placement calculus teacher taught straight from the book and would often skip steps during his explantions."

Contact: sphoran@asu.edu