EFFECTIVE MATHEMATICS TEACHING AND SEX-RELATED DIFFERENCES IN ALGEBRA ONE CLASSES

There is currently much nationwide interest in improving mathematics instruction, and in providing sex equity in mathematics education. The purpose of this dissertation was to examine the issue of effective mathematics teaching and sex-related differences with respect to Algebra One classes. The following questions were examined: (1) What are the differences in classroom processes between classes that are more or less effective in producing gains in student achievement in Algebra One? (2) Do males and females receive differential treatment in Algebra One classes, and if so, what is the relationship between this differential treatment and the algebra achievement of males and females? (3) What are the classroom processes of classes that are differentially effective in producing gains in student achievement in Algebra One?;Effective classes were defined as those which had higher mean residual gain scores. It was found that the class that was more effective for producing gains in high level algebra achievement was one in which the teacher fostered the development of autonomous learning behaviors in the students. The class that was more effective for producing gains in low level algebra achievement was one in which the teacher engaged in active teaching to a high degree, spent less time in seatwork, and asked more questions regarding mathematics.;It was also found that differential treatment of males and females was evident, with the males receiving, in general, more of all types of interactions. There was no apparent relationship between this differential treatment and the algebra achievement of males and females. The class that was more effective in producing gains in algebra achievement for females was one in which the teacher fostered the development of autonomous learning behaviors.;These questions were investigated by conducting a process-product study in eight Algebra One classes. Students were pretested on mathematics achievement in September, 1983 and were posttested on algebra achievement in December, 1983. Classes were observed for 10 class periods between the two testings. Observations were made on time allocations, teacher-student interactions, and teacher behaviors.